,——-—w_'——-V—' ..
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AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN
TWO PRESCHOOL PROGRAMS ON THE ADJUSTMENT
AND READINESS OF DISADVANTAGED PUPILS

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
VERA L. mm
1.957 -

IIIIIIIIIIIIIIIIIIIIIIIIIIIII II I I II ‘ ,3; 33;: g;

1410 . .
’ Umvcrsrty

 

This is to certify that the

thesis entitled
AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN

TWO PRE-SCHOOL PROGRAMS ON THE ADJUSTMENT
AND READINESS OF DISADVANTAGED PUPILS

presented by ‘

Vera L9. Pitts

has been accepted towards fulfillment
of the requirements for

___P_h__-_D__degree in_E_I..e..meOtarY Education

 

Major professor

t'

Date 1‘ -

——v

0-169

 

ABSTRACT

AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN TWO
PRE -SCHOOL PROGRAMS ON THE ADJUSTMENT AND
READINESS OF DISADVANTAGED PUPILS

by

Vera L. Pitts

Statement of the Problem

 

The purpose of this study was to compare the social growth, emotional
f development, academic readiness, and general readiness of kindergarten pupils
with varying amounts of pre -kindergarten formal school experience. One group
had participated in a nine month pre-school program, the second in an eight week
summer project, while the third had no formal antecedent experience. Eight

hypotheses related to the aforementioned variables were tested.

The Population

 

This study included eighty-seven kindergarten pupils who were matched
according to birthdate (born in same month), birthplace (born in Flint), sex, and
race (Negro). They were divided into three equal groups (twenty-nine each),
according to the duration of there pre kindergarten experience.

Experimental Group I - pupils who participated in a nine month pre -school

program.

Experimental Group II - pupils who participated in a summer pre -school

Vera L. Pitts

program .

Control Group - pupils with no pre -school experience.

Methodology

 

 

Instruments used to gather basic data were: The Brenner Gestalt

Developmental Test of School Readiness, The Metropolitan Readiness Tests

 

 

 

Form A, and The Operation Head Start Behavior Inventory.
The data were statistically described by a Kruskal Wallis One Way
Analysis of Variance designed by the CDC 3600 Computer at Michigan State

University Computer Laboratory.
Findings

Social Growth (hypotheses I and 11) Significant differences were found

 

among the three groups favoring the group with the longest period of pre-school
attendance on several dimensions of social growth: dependability, cooperation
and independence.

Emotional Development (Hypotheses III and IV). Findings regarding

 

emotional development were inconclusive. On the instrument M, used in
October and May, no significant differences were perceived. The 9__H___BI, used
only in May, reported significant differences on dimensions of emotionality,
self-confidence, jealousy, persistence, and enthusiasm. Without the additional

data afforded by the OHBI, the latter hypotheses would have been accepted.

Vera L. Pitts

Results were inconclusive and contradictory; thus, no defensible conclusion was

possible. On rank sum scores on both instruments differences favored the longer

pre -school experience.

Academic Readiness (Hypotheses V and VI). No significant differences

 

existed among the three groups in reading nor arithmetic readiness.

Total Readiness (Hypotheses VII and VIII). No significant differences

 

were found among the three groups related to total readiness (adjustment).

Conclusions

 

Implications

 

The length of pre-school attendance was positively related to
facilitating some dimensions of social growth (cooperation,
independence, and dependability) among disadvantaged children.
The length of pre-school attendance was not related to the
academic readiness nor total readiness of the groups studied.

A consistent pattern emerged from rank sum scores indicating
that the duration of pre -kindergarten attendance may be related
to the readiness variables though not at a statistically significant
level. Differences were in favor of the longest period of

attendance .

Advocates of pre -school education programs for the disadvantaged

Vera L. Pitts

cannot continue indefinitely to claim successes in view of research evidence
available. Generally programs seem inadequate and inappropriate for tasks
they purport to accomplish.

Personnel (teachers and administrators), need background in early
childhood education. Programs implemented must be articulated with the total
educational enterprise. Research findings regarding the disadvantaged must be
translated into meaninng curricula and parents must be involved in a significant
way.

It is important that instruments be developed which would be suitable to
measure social growth and emotional development for use with young children.
A non-verbal instrument would seem appropriate.

Pre-school education sounds so logical and promising that few have
paused to question its validity. This program is not a panacea to the problem
and etiology of disadvantagement, and hopefully it would not be oversold. The

danger of turning this new trend into a fad must be recognized and averted.

Recommendations

 

1. A meaningful and appropriate curriculum which reflects goals of
early childhood education pertinent to educating disadvantaged

children should be developed.

2. Parent involvement must be solicited.

Vera L. Pitts

The strengthening of the community school program at primary and
pre -school levels.

In-service education for teachers, aides, and administrators.
Longitudinal studies should be made to determine the optimal
duration of pre -kindergarten attendance.

The potency of pre-school programs needs to be increased.

AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN
TWO PRESCHOOL PROGRAMS ON THE ADJUSTMENT
AND READINESS OF DISADVANTAGED PUPILS

By

Vera LI. Pitts

A THESIS

Submitted to
Michigan State University
In Partial Fulfillment of the Requirements
for the Degree of

Doctor of Philosophy
Department of Elementary Education

1967

ACKNOWLEDGEMENTS

The culmination of this project leaves the writer indebted to many people
who deserve to be acknowledged. To attempt such a list, however, would be impos-
sible for the number is legion. Consequently many people must be nameless, but
it is not the intent of the writer that they should go unrecognized, nor that their
importance should be diminished.

The writer would be remiss, however, if she failed to acknowledge and
express gratitude to the committee who guided this endeavor. Dr. W. Robert
Houston, chairman, worked patiently with the writer throughout the project. His
counsel and encouragement far exceeded duty. Dr. Ann G. Olmsted's skill was
invaluable in assisting the writer to critically evaluate the project. The concern
of William V. Hicks provided encouragement for completing this study. Dr.

Clyde Campbell offered personal and professional guidance. His interest was
that of a close friend.

In retrospect it would be difficult to determine when the idea for this
undertaking was conceived. Dr. Robert Whitt, however, was responsible for
the writer's move to Michigan where study began with this goal in mind. A Mott
Fellowship provided financial assistance during the first year.

The Flint Community Schools and Mrs. Harriet Latimer, Research
Director, graciously extended their resources. Sincere thanks to the principals
and teachers who facilitated the operational aspects of the study.

Mrs. Marion Stebbins assisted with the editing of the manuscript.

Mrs. Judy Holtz, the typist, exercised inexorable patience in deciphering the
hieroglyphics.

Without the support of my husband, Leonard, this project would have
never materialized. His confidence and encouragement were a constant source
of inspiration.

It is the hope of the writer that she will justify the trust and confidence
of the many people who gave unstintingly of their time and energy to make this

dream a reality.

Vera L. Pitts

ii

TABLE OF CONTENTS

Chapte r

I. INTRODUCTION ............................

Significance of the Study
The Problem
Hypotheses
Assumptions

Definitions of Terms
The Research Design
Plan of Presentation

11. REVIEW OF RESEARCH AND RELATED LITERATURE .......

Pre -School Education and The Disadvantaged

Pre -School Compensatory Education Programs

Effects of Pre -School Attendance on Social Growth

Effects of Pre -School Attendance on Emotional Development
Readiness and Pre -School Attendance

Summary

IH. PROCEDURES OF THE STUDY ....................

Methods of Investigation
Collection of The Data
Methods of Research

IV. ANALYSIS OF THE DATA .......................

Hypothesis I
Hypothesis II
Hypothesis III
Hypothesis IV
Hypothesis V
Hypothesis VI
Hypothesis VII
Hypothesis VIII

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .......

Synopsis of the Problem

Page

22

50

67

85

Chapter

Page

Objectives of the Study

Limits of the Investigation

Statistical Analysis

Summary of Findings

Social Growth (Hypotheses I and H)

Emotional Development (Hypotheses III and IV)
Academic Readiness (Hypotheses V and VI)
Total Readiness (Hypotheses VII and VIII)

Conclusions

Implications

Recommendations
BIBLIOGRAPHY ................................ 96
APPE NDDC .................................. lO 3

Appendix A - Better Tomorrow for the Urban Child (BTU)

Appendix B - Location of Inner-City Schools

Appendix C - The Anton Brenner Developmental Gestalt Test
of School Readiness

Appendix D - Metropolitan Readiness Tests Form A

Appendix E - Operation Head Start Behavior Inventory

LIST OF TABLES

Table Page

1. Diagrammatic Representation of the Development of Emotion . . . . l3

2. Pre -Kindergarten Programs in Flint Inner-City Elementary
Schools ................................ 52

3. School Buildings By Year of Construction, Age and Portable
Units ................................. 53

4. Student Enrollment and Racial Composition of Schools in the
Study ................................. S4

5. Age and Sex of Ninety Negro Kindergarten Children By
Experimental Groups (October, 1966) ................ 56

6. Letter Ratings and Readiness Status Corresponding to Various
Ranges of Total Scores ....................... 61

7. Age and Sex of Sixty Negro Kindergarten Children By
Experimental Groups (May, 1967) .................. 64

8. BGT Rank Sum Scores on Social Growth Dimensions For Three
Experimental Groups; October, 1966 ................ 67

9. Kruskal Wallis One Way Analysis of Variance H Ratio on BGT
Social Growth Dimensions Among Three Experimental Groups;
October, 1966 ............................ 68

10. BGT Rank Sum Scores on Social Growth Dimensions For Three
Experimental Groups; May, 1967 .................. 70

ll. Kruskal Wallis One Way Analysis of Variance H Ratio on BGT
Social Growth Dimensions Among Three Experimental Groups;
May, 1967 .............................. 7O

12. OHBI Rank Sum Scores on Social Growth Dimensions For Three
Experimental Groups; May, 1967 .................. 71

Table

l3.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

Kruskal Wallis One Way Analysis of Variance H Ratio on OHBI
Social Growth Dimensions Among Three Experimental
Groups ...............................

BGT Rank Sum Scores on Emotional Development Dimensions For
Three Experimental Groups; October, 1966 ...........

Kruskal Wallis One Way Analysis of Variance H Ratio on BGT
Emotional Development Scale Among Three Experimental
Groups ...............................

BGT Rank Sum Scores on Emotional Development Dimensions
For Three Experimental Groups; May, 1967 ...........

Kruskal Wallis One Way Analysis of Variance H Ratio on BGT
Emotional Development Scale Among Three Experimental
Groups ...............................

OHBI Rank Sum Scores on Emotional Development For Three
Experimental Groups .......................

Kruskal Wallis One Way Analysis of Variance H Ratio on OHBI
Emotional Development Dimensions Among Three Experimental
Groups ...............................

BGT Rank Sum Scores on Academic Readiness Among Three
Experimental Groups; October, 1966 ...............

Rank Sum of Scores on Academic Readiness For Three
Experimental Groups on the BGT and Metropolitan Readiness
Tests ...............................

BGT Rank Sum Scores on Total Readiness Among Three
Experimental Groups; October, 1966 ...............

Kruskal Wallis One Way Analysis of Variance H Ratio on BGT

Achievement -Ability Scale Among Three Experimental Groups;
October, 1966 ...........................

vi

Page

72

73

74

75

75

76

77

78

79

80

81

Table Page

24. BGT Rank Sum Scores on Total Readiness For Three
Experimental Groups; May, 1967 ............... '. . 83

25. Kruskal Wallis One Way Analysis of Variance H Ratio;
May, 1967 ............................. 84

Reclaim a child and you reclaim a whole world ---
everyone he will meet, everything he will touch

Dr. Albert Schweitzer

CHAPTER I
IN TRODUC TION

With the advent of compensatory education the pre-sChool movement
has experienced a renaissance and been given a new impetus. Major goals of
such programs include providing equality of opportunity for all children and
attention has focused on the needs of a group heretofore largely ignored. These
are children whom we have variously labelled as "disadvantaged, " "disaffected, "
and "culturally deprived. " It is alleged that for them the typical school expe-
rience offers minimal satisfactions due to physical, psychological, and/or
cultural handicaps outstanding at the time they enter school. Multiple factors
seem to conspire to deny them many of the rewarding experiences that their
middle ~class counterparts enjoy both within the school environment and in the
broader society.

Programs initiated to ameliorate handicaps and deficiencies of
disaffected children have used varying approaches. It seems natural that one
strategy is aimed at preparation for entrance into school and the beginning of
a satisfying educational career. Pre-school programs offer one such attempt.

Research shows clearly that the first four or five years of a

child's life are the period of most rapid growth in physical and mental
characteristics and of greatest susceptibility to environmental influ-

ences. Consequently, it is in the early years that deprivations are
most disastrous in their effects. They can be compensated for only

 

 

 

EINII

with great difficulty in later years. and then probably not in full. 1

Contemporary aims and objectives of pre-school instruction as
expressed in child development literature are often classified into four cate -
gories: intellectual, social, emotional and intellectual. Social needs are funda-
mental and predominant, but intellectual needs are vital too. Although it is
theorized that early school attendance can provide a foundation for significant
changes in the disadvantaged child's readiness for beginning school tasks and
influence his social growth and emotional development, research has not
substantiated these allegations.

The need to improve the prognosis for pupils with limited backgrounds
is urgent. A study made by the superintendents of fourteen large urban areas
revealed that whereas one in ten children in large cities was classified as being
disadvantaged in 1950, the ratio in 1960 was one in three. They projected that
unless major steps are taken, the figure might well be one in every two

pupils in 1970. 3 This group could offer society considerable intellectual

 

1Educational Policies Commission, "Universal Opportunity for Early
Childhood Education, " National Education Association Journal, LV, No. 8
(November, 1966), 8.

 

2Pauline Sears and Edith Dowley, "Research on Teaching in the Nursery
School, " Handbook 9_f Research 9_n_ Teaching (Chicago: Rand McNally and Company,
1963), p. 818.

3Frank Reissman, The Culturally Deprived Child (New York: Harper

and Brothers, Inc. , 1962), p. l.

 

potential and leadership.

. the greatest reservoir of undiscovered and undeveloped
intellectual talent in America is not in the upper or middle class
neighborhoods . . . the actual numbers of intellectually bright children
in poor homes are in excess of those to be found in relatively few homes
of business and professional leaders. 4

Recently the Educational Policies Commission of the National Educa-
tion Association passed a resolution recommending that formal schooling begin
at age four "for those children who, through economic or social deprivation,
may be seriously impeded in their progress through public schools, and conse-
quently in their participation in a democratic society. " Federally supported
programs inaugurated during the past few years have attempted to accelerate
the intellectual and social development of disadvantaged children through
pre-school projects. These are usually referred to as "Head Start" programs.
Some of these encompass the nine month school year, while others include an
eight week summer experience. The extensiveness of these programs is

determined by the local community and is usually dependent upon financial

resources available.

Significance of the Study

 

Much speculation exists regarding the effects of pre -school attendance.

 

41bid. , p. 6.

 

 

 

 

 

This study was concerned with evaluating the consequences of varying time

periods of pre -kindergarten attendance on the social growth, emotional devel-
opment, and school readiness of socially disadvantaged children. Generally
researchers have devoted attention to school readiness, and have neglected
studies involving motor skills, social growth and emotional development. The

paucity of recent research in these areas is gima facie evidence of the need

 

to investigate these dimensions of early childhood education.

Far too often comparisons are made in terms of effectiveness of
formal school work, to which the contribution of nursery school and
kindergarten is minor. Much too seldom are comparisons made in
terms of general adjustment, social relations, personal development,
and zest and enthusiasm for living --- the areas emphasized in early
education. 5

During the past two years approximately 1. 3 million disadvantaged

children have been enrolled in pre -school programs in 2, 400 communities.
In 1965 the Federal Government spent more than $90 million on this enterprise.

This expenditure was repeated last year, and indications are that projects of

this nature will be continued and even expanded in the future.

 

5John B. Anderson, "The Theory of Early Childhood Education, " Early
Childhood Education, National Society for the Study of Education Yearbook, Part
1 (Chicago: University of Chicago Press, 1947), pp. 96 -97.

 

6William Brazziel, "Two Years of Head Start," Phi Delta Kappan,
XLVIII (March, 1967), 344.

 

It seems safe to predict more changes in the approaches to early
education in this country, however, and this includes the primary years
of the elementary schools in depressed areas. Even such conservative
(but public -spirited) men as John McCone are urging federal outlays of
$4 -5 billion per 7year . . . to provide underprivileged children with a
good education.

Such wholesale adoption of pre-school intervention as a technique to resolve the
dilemma of disadvantagement seems premature in view of findings now available.
Prominent educators are sounding serious warnings and are concerned that it
may become nothing more than a fad. Dr. Martin Deutsch, a pioneer and
leading authority in this movement, commented:

There is more interest in pre-school programs than is supported
by the knowledge we now have. There seems to be a feeling that putting
a good deal of money into special education programs will stop the
violence in the streets . . . . I just don't think this is the case.

It seems appropriate, almost imperative, to review and reevaluate
earlier research, and to initiate new studies which will provide additional
insights and dimensions. The profusion of literature available on cultural
disadvantagement and pre -school programs attest to the relevance and time -

liness of this study. The vast sums being spent to enhance educational oppor-

tunities for the disadvantaged and to facilitate social, emotional, and academic

 

7Ibid. , p. 348.

8F red M. Hechinger (ed. ), "Passport to Equality" Pre -School Education
Today (New York: Doubleday and Company, Inc. , 1966), pp. 9-10.

 

adjustment through pre -kindergarten programs of varying designs, emphasized

the need for this study.

The Problem

 

Statement of the Problem. The purpose of this study was to compare

 

the social growth, emotional development, academic readiness, and general
readiness of kindergarten pupils with varying amounts of pre -kinde rgarten
formal school experience. One group had participated in a nine month pre-
school program, the second an eight week summer project, while the third

group had no formal school experience prior to kindergarten.

Hypothe se 3

Specifically, this study was designed to test eight hypotheses, each
of which is stated in the null form:

Hypothesis I - There are no differences in social growth at the

 

beginning of kindergarten attendance among pupils who participated in a full year
pre -kindergarten program, pupils who participated in a summer pre-kindergarten
program, and pupils with no pre -kindergarten participation.

Hypothesis H - There are no differences in social growth at the end

 

of kindergarten attendance among pupils who participated in a full year pre-

kindergarten program, pupils who participated in a summer pre -kinde rgarten

program, and pupils with no pre -kindergarten participation.

Hypothesis III - There are no differences in emotional development

 

at the beginning of kindergarten attendance among pupils who participated in a
full year pre -kindergarten program, pupils who participated in a summer
pre ~kindergarten program, and pupils with no pre ~kindergarten participation.

Hypothesis IV - There are no differences in emotional development

 

at the end of kindergarten attendance among pupils who participated in a full
year pre -kindergarten program, pupils who participated in a summer pre-
kindergarten program, and pupils with no pre -kindergarten participation.

Hypothesis V - There are no differences in academic readiness at

 

the beginning of kindergarten attendance among pupils who participated in a full
year pre -kindergarten program, pupils who participated in a summer pre-
kindergarten program, and pupils with no pre -kindergarten participation.

Hmothesis VI - There are no differences in academic readiness at

 

the end of kindergarten attendance among pupils who participated in a full year
pre -kindergarten program, pupils who participated in a summer pre -kindergarten
program, and pupils with no pre -kindergarten participation.

Hypothesis VII - There are no differences in total readiness at the

 

beginning of kindergarten attendance among pupils who participated in a full year
pre -kindergarten program, pupils who participated in a summer pre -kindergarten

program, and pupils with no pre -kinde rgarten participation.

Hypothesis VIII - There are no differences in total readiness at the

 

end of kindergarten attendance among pupils who participated in a full year
pre -kindergarten program, pupils who participated in a summer pre -kindergarten

program, and pupils with no pre -kindergarten participation.

Assumptions

 

The following assumptions underlie this study:

1. That it is of value to know how varying periods of pre-school
attendance is related to social growth, emotional development,
and readiness of disadvantaged youth.

2. That the quality of the pre-school expe iiences was similar and
comparable.

3. That the instruments used were reliable and valid.

4. That the population sample of the study was representative of

disadvantaged children in urban areas.

Definitions of Terms

 

Culturally Disadvantaged. For purposes of this study a disadvantaged

 

child is defined as one who lacks many of the opportunities and advantages

available to most American children, and is, therefore, unable to make

satisfactory prOgress in a typical school. 9 These youngsters have a cultural
background, but it is one which places them at a disadvantage in the school
environment.
The culturally deprived or disadvantaged have been described as
those living in deprived neighborhoods, generally of average intelligence,
. who have only a 50-50 chance to graduate from high school. More than
thirty per cent of these children will end up on relief, and over a five
or six year period in school their I. Q. scores will steadily decline. 10
The deprivations of this group include a lack of or need for necessities
which may be economic, educational, social -psychological, and/ or cultural.
In any case there is a common denominator: not enough. Not

enough income, information, skills to get along successfully; no
precedent for success; insufficiencies of every sort. 11

CompensatorXEducation. This term, coined by President John Fischer

 

of Columbia University, describes efforts to improve educational opportunities

and eliminate deficiencies that some pupils bring to the classroom. These

 

9Reissman, 9p. 31L , p. 36

10Robert J. Havighurst and Thomas E. Moorefield, The Disadvantaifid
Industrial Cities, National Society for the Study of Education Yearbook (Chicago:
University of Chicago Press, 1967), p. 46.

 

 

11Association for Supervision and Curriculum Development, "Dis-
affected Children and Youth," Educational Leadership, XX, No. 5 (February,
1963), 291.

 

10

programs are as varied as the needs of the children they serve. Some consist
of a single activity. Others encompass a planned sequence of experiences and
constitute an entire program. Head Start is one such program. Compensatory
education implies that schools shall provide necessary stimuli to make up for
differences in pupils' experiences and opportunities.

Head Start. An antipoverty pre -school program designed to prepare
disadvantaged children for successful entrance into school. It has six major
classifications: the education program, health services, social Services,
psychological services, nutrition, and a parent participation program. The
educational aspect of the program helps children to develop vocabulary and
verbal skills to become familiar with school routines, and to want to learn.
The program stresses cultural enrichment.

Social Growth. Learning to live happily and cooperatively with others

 

is a determinant of social growth. At birth the child has no social concern and
is not basically a social being. Social development reflects the child's expanding
world: from ties to his mother and family, he reaches out for peer relationships
and approval from other significant adults. Cronbach12 posits that children who
feel accepted and wanted during pre -school years usually remain trusting as

they work out later social relationships.

 

12Lee J. Cronbach, Educational Psychology (2nd ed.) (New York:
Harcourt, Brace and World, 1963), p. 114.

 

ll

Piaget distinguished three stages of social development:
1. egocentrism - individual impervious to social stimulation
from without.

2. child makes effort to enter into real social communication.

3. reciprocity and mutual respect between persons.
The age sequence of these stages probably varies with different socio -economic
groups and cultures. Each social class appears to have distinct values,
characteristic patterns of behavioral expectation, and differences in child-
rearing methods. Evidence indicates that upper-class children pass through
the earlier stages more rapidly than disadvantaged children. 13

Socialization is one of the most significant tasks a child must learn.
During the pre-school years the child is expected to become aware of others'

feelings and to act so that others will also be happy. 14

Social dealings with others, whether they be friendly or combative,
involve many techniques and skills much as do the performances of
riding a bicycle or tying one's shoes. The technique which a child uses
to hold his own involves skills which must be learned. 15

 

13Ruth Strang, All Introduction £9 Child Study (New York: The
Macmillan Company, 1959), p. 293.

 

14Don C. Dinkmeyer, Child Development: The Emerging Self
(New Jersey: Prentice-Hall, Inc. , 1965), p. 152.

 

15Arthur T. Jersild, Child Development and the Curriculum (New York:
Teachers College, Columbia University, 1946), p. 68.

 

12

Emotional Development. Emotional growth is that personality

 

dimension describing the ability to live comfortably with one's self and his
feelings. 16 Actually emotions are easier to describe than to define, and are
often used synonymously with such concepts as needs, feelings, and prejudices.
Emotions play a significant role in the development of the child. Several
contemporary psychologists believe emotion to be antecedent to all experiences
and fundamental to them to the extent that all learning is acquired in emotional
terms. 17 Emotions are highly individualized. Similar situations may elicit
different responses from different children.

Emotional development begins with relatively undifferentiated responses
at birth which develop into a pattern as the child matures. This pattern is
represented in Table 1. As his interests and abilities expand, the child is able
to cope with many situations which aroused him at an earlier time. Simulta-
neously he becomes vulnerable on new fronts. During pre-school years the
child's expression of emotion tends to become less violent and explosive and

more refined, subdued, or furtive. 18 Emotional maturity is always relative. 19

 

16Willard C. Olsen, Child Development (Boston: D. C. Heath and
Company, 1959), p. 4.

 

17DiIrlkmeyer, 9p. 9;}, p. 254.
Islersild, 92; _c_i_t_., p. 94.

19Dinkmeyer, 9p. 39, p. 264.

13

TABLE 1

DIAGRAMMATIC REPRESENTATION OF THE
DEVELOPMENT OF EMOTIONZO

 

 

’ ' Birth

Key: I I Excitement

. An - Attention for adults
Ac - Affection for children [—_' 3 months
An - Anger _ ——-1
Amt - Anxiety _

. De - Delight Distress Exo Delight
Dg - Disgust
Di - Distress 6 months
Dpt - Disappointment .
El - Elation Pear Disgust Anger Di Exo Delight
En - Envy
Exo - Excitement '
Fe . Fear - 12 months
Ho - Hope
Jo - Jealousy Fe Dg An Di Exc De Elation Affection
Jo - Joy I -
. Sh Shame 18 months

 

Fe Dg An Di Exo De El An Ao

' 24 months

. r—1
Fe D3 An 6Di JeExo De Jo El Aa Ac

[—- 5 years '

ShAane DgDptAn En Di JeExc Hone Jo El A3 A0

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Some researchers posit that basic emotional behavior patterns are
established by the age of three. Subsequent to this time changes are the result

of specific environmental changes.

 

20K. M. B. Bridges, Journal o_fGenetic Psychology, xxxvn (1930),
524 and Child Development, 111 (1932), 340. From H. B. English, Dynamics
pf Child Development (New York: Holt, Rinehart and Winston, Inc. , 1961),
p. 114. From Don C. Dinkmeyer, Child Development: The Emerging Self
(New Jersey: Prentice -Hall, Inc. , 1965), p. 113.

 

 

l4

Emotions affect performance of all kinds. It is closely related
to the quality of personal development, as well as to language development
and to the continuity of the academic learning curve. Its effect on mental
growth and on motor coordination has likewise been demonstrated.

Adjustment. Characteristics of social growth and emotional devel-

 

opment often overlap and complement each other so as to legislate against
delineation. Nevertheless for purposes of this study it was necessary to make
such a division. The writer attempted to synthesize findings in the field of
child development and educational psychology, and on the basis of what appeared
to be a consensus of leading authorities made the following classifications which

is intended to include only diminsions which were pertinent to this study.

Characteristics of Social Growth

 

Con side ration Sociability
Dependability Independence -
Goal Direction Dependence
Cooperation Achievement
Politeness Leadership

Characteristics of Emotional Development

 

 

Self -Confide nce E xploration
Em otionality Creativity
Interest in Learning Persistence
Motivation Jealousy
Curiosity Attention -
Enthusiasm Seeking

2

1Cecil V. Millard, Growth prpd Development in the Elementary
School Years (Boston: D. C. Heath and Company, 1951), p. 208.

 

 

 

15

Thus adjustment is used generically to include components of social
growth and emotional development. It describes the person's ability to cope
with his environment.
Readiness. The concept of readiness represents an educational
approach as well as a principle of development. It considers the timeliness
of what is to be taught in relation to the child's ability. Some criteria utilized
in estimating readiness include age, I. Q. scores, and reading ability. Read-
iness, however, is not readiness for a subject or topic; it is readiness for a
certain learning experience. 22 Social development and emotional development
represent learned behavior for which readiness experience must be planned.
Readiness for learning of any type is a complex product of many
factors which include psychological and physical maturity. past expe-
rience, home background, previous mastery or experiences with success. 23
This is a highly individualized matter and children differ in rate, level of growth.

and pattern.

For this study academic readiness was limited to reading and arith-
metic. Total readiness referred to the dependent variables included in this study:

social growth, emotional development, and academic readiness. This was based

 

22Cronbach, pp. _c__i_t., p. 250.

23Vernon E. Anderson, Principles :‘fll Procedures pf Curriculum
Improvement (New York: The Ronald Press, 1965), p. 124.

 

 

 

16

on the organismic view of child development which posits that all changes in
humans involve the total organism because the organism is an integrated

whole. 24

The Research Desigp

 

Selection of Schools. The schools selected for this research are

 

three of the thirteen elementary schools involved in compensatory education
programs in Flint, Michigan. The thirteen inner-city schools are found in an
old part of the city and enroll the majority of Negro pupils who attend elementary
schools. These schools serve the center of the city and represent the hard core
of academic under-achievement and the myriad of other problems which char-
acterize inner-city environments.

Selection and Testing of Pupils. Ninety pupils were selected for this

 

research from five kindergarten classrooms in the three schools. They were
matched on the basis of age, sex, race, and birthplace, and divided into three

groups using length of the pre -school experience as the independent variable.

Experimental Group I - pupils who participated in a nine month

 

pre -school program.

 

24Olsen, pp. 933., pp. 209-211.

17

Experimental Group II - pupils who participated in a summer

 

pre-school program. (Eight weeks)

Control Group - pupils with no pre-school experience.

 

All pupils were tested on the Brenner Gestalt Test of School Readiness in October

 

of their kindergarten year. A selected random sample of this population (60
pupils) was tested on the same instrument in May of the ensuing year (1967).

The Metropolitan Readiness Test was administered to all pupils in May. Simul-

 

taneously teachers completed the Operation Head Start Behavior Inventory on

 

each pupil.

Collection of Data. To test the hypotheses posed by the study the

 

following instrumentation was used:

To test Hypothesis 1, October test scores on the Brenner Gestalt Test,

 

Social -Emotional Behavior Scale, were analyzed separately. Then the sum of
the scores was analyzed. Components of this scale were: consideration,
dependability, goal direction, and cooperation.

T 0 test Hypothesis II, May test scores on the Brenner Gestalt Test,

 

Social -Emotional Behavior Scale, were analyzed separately on the components
enumerated in the previous hypothesis; then the sum of the scores was analyzed.

Separate scores were analyzed on dimensions of the Operation Head Start

 

Behavior Inventory which included: cooperation, independence, achievement,

 

and leadership. Then the sum of the scores was analyzed.

18

To test Hypothesis III, October test scores on selected components of

the Brenner Gestalt Test, Social -Emotional Behavior Scale, were analyzed sep-

 

arately. Then the sum of the scores was analyzed. Components were: emotion-
ality, self-confidence, interest in learning, and motivation.

To test Hypothesis IV, May test scores on the Brenner Gestalt Test.

 

Social -Emotional Behavior Scale. were analyzed separately on the components
enumerated in the previous hypothesis; then the sum of the scores was analyzed.

Separate scores were analyzed on dimensions of the Operation Head Start

 

Behavior Inventory which included: enthusiasm, persistence. emotionality.

 

self-confidence, and jealousy.
To test Hypothesis V, October total test scores on the School Read-

iness Evaluation scale of the Brenner Gestalt Test were analyzed.

 

To test Hypothesis VI, May test scores on the School Readiness

Evaluation scale of the Brenner Gestalt Test were analyzed. Total scores on

 

the Metropolitian Readiness Test were also assessed.

 

To test Hypothesis VII, October test scores on the Brenner Gestalt

 

ISLE}: Achievement -Ability scale were analyzed separately; then the sum of the
scores was analyzed. Components of this scale were: persistence, dependence,
thinking ability, reading and number achievement, hand -eye coordination.
adjustment to environment and methodical ability.

To test Hypothesis VIII, May test scores on the sum of the scales in

19

the Brenner Gestalt Test (Social -Emotional Behavior Scale, School Readiness

 

Evaluation Scale and Achievement -Ability Scale) were analyzed to determine
general readiness.

The Instruments Used. The Anton Brenner Developmental Gestalt Test

 

 

of School Readiness, a test based on principles of developmental and Gestalt

 

psychology, was used to assess readiness and also as a predictive measure of
social growth and emotional development. It consists of five tasks which
require one or more perceptual responses.

This test has been standardized and correlated with teachers'
judgments of children's achievements, abilities, and maturities. Also, it has

been correlated with many standardized tests including the Gates Reading Test.

 

Stanford -Binet Intellegence Scale, and Metropolitan Readiness Tests, It appears

 

 

that this is a valid and reliable measure of school readiness and can be used in
place of any of the above tests for making this kind of determination.

The Metropolitan Readiness Tests measure aspects of readiness

 

including perceptual ability, attention span, linguistic maturity, and ability to
follow directions. There are six subscales: word meaning, listening, matching
skills, alphabet recognition, number concepts and copying. The score on each
subtest is the number of items correct. Readiness scores can be translated
into letter ratings and percentile ranks.

The Operation Head Start Behavior Inventory is a teacher rating

 

20

instrument which estimates pupils adjustment to school environment. The

total rating is a composite of teacher's judgements on sixteen characteristics

which are divided into nine behavior categories:

I II
Sociability Independence
Cooperation Dependence
Polite ne 8 5

IV V
Persistence Emotionality
VII VIII
Jealousy Achievement

Attention -See king

III
Curiosity
Enthusiasm
Exploration
Creativity

VI
Self ~Confidence

IX

Le ade rship

This instrument was developed by the Research Division of the Office of Economic

Opportunity. No norms are yet available.

Methods of Research. The Kruskal Wallis One Way Analysis of

 

Variance was used to analyze data from the Brenner Gestalt Test, the

Metropolitan Readiness Tests, and the Operation Head Start Behavior Inventory.

 

 

This nonparametric procedure was used to test the null hypothesis that k

(number) independent samples come from identical populations against the

alternative that the means of these populations are not always equal. Scores

are converted into ranks rather than simply dichotomized as above and below

21

the median.

Plan of Presentation

 

The review of research and related literature pertinent to the problem
is considered in Chapter 11. Chapter III outlines the research design and in-
cludes information regarding the sample with whom the investigator worked,
data collection procedures. and methods of research. The instrumentation in
the study is described. Data analysis are included in the subsequent chapter;
and the summary of findings, conclusions, and recommendations are in the

final chapter.

CHAPTER II
REVIEW OF RESEARCH AND RELATED LITERATURE

Although pre -school education is not a new phenonema in American
education, it was ignored for several decades. In 1965, the Head Start Project
focused national attention on early school intervention as a possible way to
reduce the effects of cultural deprivation on learning and socialization. For
many years research findings in child development have pointed out the impor-
tance of the pre-school years. Since school failure and personality maladjust-
ment probably begin at this time, the pre-school level would seem a most
appropriate time to intervene.

If we in education begin our work with three and four year olds,

with nursery school classes, we have a powerful chance to be influential
in canceling out deprivations that will otherwise affect every aspect of
their lives. If we wait until they reach third grade, our prognosis is
drastically diminished. 1

The period of greatest research concentration in pre-school education
was 1925-1940. During this time the primary concern was intellectual devel-

opment and the research attempted to determine whether pre -school attendance

could accelerate mental growth. Studies to determine the relationship between

 

1Francis Keppel, "In The Battle For Desegregation: What are The
Flanking Skirmishes? What Is The Fundamental Struggle7", Ph_i Delta Kappan,
XLVI (September, 1964), 5.

 

23

pre-school attendance and other aspects of child growth and development are
conspiciously absent in the literature between 1940 and 1960. The few studies
that were made in this interim concentrated on subjects from the middle socio-
economic strata. Only recently have researchers focused on the sub-culture

of the disadvantaged. The paucity of current research is prima facie evidence

 

of the need to investigate the several dimensions of pre-school education and
the impact on the problems of disadvantagement. Studies made prior to 1940

are listed, but not reported in detail.

Pre -School Education and The Disadvantaged

 

The idea of pre -school education for children from lower socio-
economic groups appears to have its genesis in Rome with Maria Montessori.
Educators are rediscovering Montessori and investigating parallels between
the pedagogical problems she faced in the slums of Rome and the problems of
the culturally dispossessed. Many salient features of the model which
Montessori provided for early childhood education are now included in Head
Start and other pre-school programs.

Studies of reports, proposals and curriculum guides reveal that

objectives for pre-school programs for disadvantaged children include the

24

development of
. a positive self-image
. . an interest in his environment
. a wide background of information and first hand experience
. the ability to work and play individually and with other children
. a sense of respect for others
. the ability to be independent and self -sufficient
. an increasing attention span
. the ability to give and receive affection

. . adequate habits of conduct
. wholesome attitudes toward schools

2
These goals are compatible with child development literature, and are also
related to the investigation.

Presently there is a plethora of information about disadvantaged
children. Most of the studies have delineated characteristics thought to be
unique to this group and have focused on weaknesses, limitations and deficits.
Reissman's3 work is an exception; it concentrated on strengths. Because the
child's early environment and family background affect his future adjustment
and success, it seemed appropriate to ferret out findings on the aspects of this

environment which have implications for the questions posed in this investigation.

The Frame of Reference. Studies of home and family life of the

 

disadvantaged suggest low formal educational levels and limited vocational and

 

2Language Prpgrams f9}: t_l_1_e_: Disadvantaged, "Report of the National
Council of English Teachers, 1965, pp. 45 -46.

 

 

3Reissman, pp. pi_t_. ,

25

economic competence. The home provides few playthings and reading materials,
thus a meager experiental background results. Although the family may be
prematurely broken by divorce, dese rtion, and/or death, several parent
substitutes share the household. Overcrowded and inadequate housing are not
uncommon. Bloom estimated that the "long term over-all effect of living in a
culturally deprived as against a culturally abundant environment" can be twenty
I. Q. points. 4 He spaced the differences as follows: from birth to four years
of age, ten 1. Q. points; from four to eight years of age, six I. Q. units; from
eight to seventeen, four I. Q. units. The implications are obvious. In terms
of real or potential readiness and retardation. the most serious harm is already
done by the time the child reaches the age of four. Thus environment. not
heredity, puts a ceiling on his potential. Bloom favors a good antecedent
experience to compensate for the inadequacies of this background.
Goldfarb stated that the absence of early stimulation . . . appears

to result in a paucity of feelings and emotional responses . . . and may

produce, firstly, a complex emotional existence revolving about the

core feelings of not being wanted and, secondly, social responses in

which the child directs toward others the hostility that he has himself
experienced. 5

 

4Benjamin Bloom, Allison Dance and Robert Hess, Compensatcp'y
Education f_o_r Cultural Deprivation (New York: Holt Reinhart and Winston, Inc. ,
1965), 84.

 

 

5William Goldfarb, 'Infant Rearing and Problem Behavior. " American
Journal pf Orthopsychiatgy, XIII (January, 1943), (AMS Reprint), 249-265.

 

26

From his study of early social environment on school adaptation, Deutsch
concluded that lower class pupils are not likely to be indoctrinated at an early
age regarding the importance of school achievement and adjustment. He
identified several differences between the lower and middle class environments
which tend to handicap the former in his effort to adjust and succeed in school.
Deutsch recommends pre-school experience to provide the "socio -cognitive
preparation" necessary for the school experience. He posits that it offers a
transition between the home and the school.

. . . there are certain possibilities for social intervention on the

child focused level that may open individual escape hatches and that
might require minimal structural and process change in the current
school operation. The most important of these areas of social
intervention, and one that comes least into conflict with existing
institutionalized barricades to change, would be that of an intensive,
highly focused, pre-school training program.

Voluminous literature in the field of child development confirms the
fact that pre-school years constitute a critical and important period of devel-
opment. Researchers now theorize that good pre -school programs can achieve
the following:

. . . antecedent preparation for school; enrich developmental areas

which are functional and operative in school learning; foster acquisition
of basic skills; interpret appropriate behavior for coping with school and

 

61pm. , p. 10.

27
society; help develop a positive self-concept. 7

Pre -School Compensatory Education Programs

 

Much descriptive information is available regarding many pre-school
compensatory education programs, but most projects are in the "progress
report" stage and results to date have been more suggestive than conclusive.

Pre-school programs for the disadvantaged are shaped largely by
assumptions about characteristics of this group which underlie their inferior
academic performance. Cognitive and affective deficiencies are assumed to
exist which include: "language facility, constriction in dealing with symbolic
and abstract ideas, narrowness of outlook because of the narrowness of the
familiar environment, passivity and lack of curiosity, low self-esteem, and
lack of motivation for achievement. "8

Reports about these programs revealed that other than differences
of quality, principal differences among them have to do with duration, personnel,

finance and cost, academic emphasis and parent participation. Getzels9 has

described program differences in terms of the different underlying assumptions

 

7L. F. Ezekiel, 'Changes in Egocentricity of Nursery School Children, "
Child Development, 11 (1939), 74-75.

8Clay V. Brittain, "Pre -School Programs for Culturally Deprived
Children," Children, XIII, No. 4 (July-August, 1966), 130.
‘9 .
Ibld. , p. 133.

 

28

which the programs reflect about the deficiencies of culturally disadvantaged
children. He suggested three broad categories:

1. Programs based on the assumption that differences between the
culturally deprived child and the middle class child are matters
of degree rather than kind. These programs would aim to provide
supplementary experience.

2. Programs based on the assumption that what culturally deprived
children mainly lack is familiarity with school related objects and
activities. These programs would aim to provide academic -
preparatory pre-school experience.

3. Programs based on the assumption that the culturally deprived
child differs fundamentally from the middle class child in self-
concept, language, values, and perceptual processes. The aim
here would be to provide compensatory experience sufficient to
modify environmental effects.

Programs vary in length from a few weeks or months to several years.

No data was available regarding the number of full year programs now operative.
Summer programs of the kind generated by Project Head Start are now found in
approximately 2, 400 communities. 10 The amount of time the child spends in

the program varies from sessions of two and one -half hours a week to sessions

 

10Brazziel, pp. gt: , p. 344.

29

of five hours a day for four or five days a week.

Pre-school programs use more volunteers than other compensatory
education programs. 11 Many are staffed almost entirely by volunteers. The
National Council of Jewish Women operate programs in about forty communities
on a volunteer basis. 12 Government, foundation supported projects, and
school related programs use a concentration of paid professional personnel.
Programs of this kind are very expensive. Comparative data reported in the
Philadelphia project are significant. In one program, all teachers had at least
one year of experience in teaching deprived children; in two others the staff
included inexperienced teachers. Differences favoring the experimental group
were clearly evident in the first program. In the Peabody Early Training
Project staff assignment considered sex and ethic group hoping to provide
children with appropriate role models. 13

Sources of finance include volunteer contributions, foundation grants,

local school district funds and government financing. It is predicted that pre-

school program 3 for the disadvantaged will become more numerous in the next

 

11Edmund Gordon and Daxey Wilkerson, Compensatory Education 3):
Disadvantpged (New York: College Entrance Examination Board. 1966). p. 49.

 

 

1211nd. , p. 271.

13Susan W. Gray and R. A. Klaus, "An Experimental Pre -School
Program for the Culturally Deprived Children, " Child Develppment. XXXVI,
No. 4 (December, 1965), 887-898.

 

30

few years and that Federal money will provide a powerful stimulus to their
development. 14
The academic emphasis, if any exists, varies widely. Deutsch's
project in New York 15 probably the best known of the pre-school programs,
utilized a basic nursery school curriculum and added a variety of enrichment
techniques. These focused on the areas of cognitive functioning, memory
training, language development and motivation. Olson and Larson16 focused
on providing an abundance of field trips and language experiences for children.
They assumed that increasing the breadth of experience would help the child
accumulate concepts necessary for successful school achievement. The

Baltimore Early Admissions Projectl7

appears to be based upon individual
as well as cultural differences. Particular attention is devoted to language

development and the development of self -concept.

 

l4Frost, pp. pip. , p. 187.

15Martin Deutsch, "Nursery Education: The Influence of Social

Programming on Early Development, " Journal p_f Nursery Education, XIX, No. 3
(April, 1963)

 

16James L. Olson and Richard Larson, "A Pilot Study Evaluating One
Method of Teaching Culturally Deprived Kindergarten Children, " (Racine,
Wisconsin, August, 1962) (Mimeographed.)

17Baltimore Public Schools, An Early Admissions Project: Progress
Report, 1963-1964 (Baltimore, Maryland, 1964).

31

Many pre -school compensatory education programs involve the home
and parent. This emphasis is not incidental. The possibility of altering the
environment is assumed to be greater if parents participate. The Ypsilanti

Project18

uses a unique method of extending the school program into the home.
The teacher goes into the home every week for two hours and works with parent
and child. Many programs provide for parent discussion groups, parent
education on matters of child guidance and individual parent meetings with
professional psychiatric personnel. Programs differ in (1) the degree of parental
commitment prerequisite to the chfld's enrollment in the program, (2) the level
of parental involvement in the educational processes of the program, and (3) the
means of enlisting and encouraging parent involvement. 19 This probably makes

a difference in types of children served and attrition rates.

The Flint Community School Prpgram. Compensatory education

 

summer pre-school programs were initiated in two Flint elementary schools
in 1964. Full year programs, however, have been operative in five elementary
schools since 1960. Currently eight schools have full year programs and five

schools have summer projects. These programs were originally funded by the

 

18D. P. Weikart and N. Raden, "Perry Pre -School Progress Report,"
Ypsilanti Public Schools (Ypsilanti, Michigan, 1964).

19Brittain, pp. 911., p. 134.

32

Flint Board of Education; now they are Federally supported.

Thirty children are served each day in each of the pre -kindergarten

classes: fifteen in the morning and fifteen in the afternoon. The sessions are

two and one half hours in length. During the 1966 -67 school year approximately

550 children were recipients of a pre-school experience.

Although the schedule varied among classrooms, a similar pattern

of activities was noted in all schools. The program included:

1.

Relatively unstructured activities - indoor and outdoor play
activities, working with puzzles, flannelboards, and other
games.

Group activities - "show and tell" time, discussing interests.
Work time - developing ideas with crayons, scissors, paste
and other mate rials.

Snack time - enjoying snacks and developing social courtesies.
Rest time - relaxing, sometimes to music.

Music - singing and participation in rhythmic activities.
Language arts - listening to stories, watching films and other

activities which are intended to develop language.

Neither formal goals and objectives, nor a course of study have been

developed for pre -kindergarten nor kindergarten programs. The kindergarten

year seemed to duplicate many of the experiences of the previous year. In

33

both programs the emphasis is purported to focus on socialization and adjustment
to school.

Most teachers who work in the pre -school program are former
kindergarten or primary grade teachers. Their training was in the field of
elementary education and neither child development courses nor the philosophy
of the nursery school were emphasized. Curriculum offerings of this kind are
usually found in home economics departments rather than education departments.
Generally the teachers who worked in the pre-school program were enthusiastic
and felt the prOgram had merit.

Although parents were always welcome to visit the school, no efforts
were made to solicit their participation nor to involve them in the pre -school
program. Theoretically the community school program, however, does offer

activities which would attract the parent to school.

Effects of Pre -School Attendance on Social Growth

 

Pre-school attendance usually affords the child his first significant
peer group contact. Some of the responses learned at home may be reinforced
while others are likely to be punished by peers and/ or teachers. It might be
anticipated that the child's social behavior may be changed as a consequence of

this experience, and this is one of the goals of pre-school training programs.

34

Early studies in the area of social growth were made by Ezekiel20

(1930), Walsh21 (1931), Hattwickzz (1936), Andrus and Horwitz23 (1938), and
Joel24 (1939).

Allen and Masling25 (1957), reported better social adjustment
following pre -kindergarten attendance. They gave a battery of five sociometric
questions to 116 children: thirty-four with pre-school experience, and eighty-
two without this background. The two groups were equated in terms of scores
on the Vineland Social Maturity Scale, extent of parents' education, age and
sex. Although the occupations of the fathers of nursery school participants had

more prestige than parents of the other subjects, the data revealed no relation-

 

20Ezekiel, g): pip. , pp. 74-75.

21Mary E. Walsh, "The Relationship of Nursery School Training to the
Development of Certain Personality Traits, "Child Development, 11 (March-
December, 1931), 72-73.

 

22Betta W. Hattwick, "The Influence of Nursery School Attendance
Upon the Behavior and Personality of the Pre -School Child, "Journal _o_f Experi-
mental Education, V, No. 4 (May, 1937), 260-264.

 

23Ruth Andrus and E. L. Horwitz, "The Effect of Nursery School
Training: Insecurity Feelings, "Child Development, Di, No. 2 (September,
1938), 169-174.

 

24Walther Joel, "Behavior Maturity of Children of Nursery School
Age," Child Development, VII-VIII, No. 3 (September, 1936), 189-200.

 

25Gregory B. Allen and J. M. Masling, "An Evaluation of the Effects
of Nursery School Training on Children in the Kindergarten, First and Second
Grades, "Journal pf_ Educational Research, LI, No. 4 (December, 195 7), 285 -296.

 

 

35

ships between fathers' occupation and near-sociometric choices received.
Computations on the five questions in each of three grades showed that the group
with pre-school attendance received the higher mean score in fourteen out of
fifteen comparisons. Differences between the two groups were not statistically
significant either in kindergarten or first grade. Significant differences,
however, were recorded in grade two. Nursery school participants were seen
by classmates as having more prestige, being more spontaneous and more
intelligent.

Vitz26 (1961) based his conclusions on observations of the same
children over a period of time. He examined "grown-up" behavior. This was
defined as taking an adult role in any way; e. g. , playing mother or father.
giving advice in an adult manner, comforting another child. Results indicated
that anti-social aggression steadily decreased from the second to the eighth and
final week. During the second week of school anti-social aggression was observed
8. 9 per cent of the time. The final week this figure was 5. 6 per cent. "Grown-

up" behavior steadily increased from 13. 5 per cent to 18. 5 per cent.

 

26F. Vitz, "Some Changes in Behavior of Nursery School Children
Over a Period of Seven Weeks, " Journal p_f Nursery School Education. XVI. No. 1
(January, 1961), 62-65.

 

36

Studies by Bonney and Nicholson27 (195 8), and Brown and Hunt28 (1961),
did not find that pre -school attendance made any difference in social growth.
The former study replicated an earlier study of the effects of pre-school expe-
rience on children in later life. Former nursery school pupils who were in
kindergarten, first, second or third grade were studied. Findings concluded
that sociometric scores of former nursery school pupils were significant at
the . 02 level. The second study used 402 children in grades one - six in a
lower middle class neighborhood who had attended a nursery school and/ or a
kindergarten. None of the differences between children who had and had not
attended nursery school were found to be significant either on the basis of the
sociometric technique or on the basis of teacher evaluation. The third study
in this series used four classes of sixth graders and reported the same results
as the previous study. The authors suggested that the quality of the pre—school
program may be an important factor in producing differences between children

who had attended pre -kindergarten and those who had not.

 

27Merle E. Bonney and Ertie L. Nicholson, "Comparative School
Adjustments of Elementary School Pupils With and Without Pre -School Training,"
Child Development, XXIX, No. 1 (March, 1958), 125-133.

 

28A. Brown and R. Hunt, "Relations Between Nursery School
Attendance and Teachers' Ratings," Child Development, IX, No. 3 (September,
1938), 293-302.

 

‘TTT
TI‘.

37

Kirk's study29 (1958) focused on mentally retarded children. Using
the California Test of Personality, his findings were that children with pre-
school experiences were superior in social skills to those without. They had
better peer relations during play, were rated by teachers as more socially
mature, and were given more positive social choices more often on sociometric
tests by peers.

Several factors may be responsible for producing differences in the
studies cited: differences in training and experience of teachers doing the
rating, differences in the later school environment in which the child was
observed, and the wide variety of behaviors used by different investigators as
measures of social adjustment. Other variables include the home atmosphere
and the environment of the nursery school.

Schwe rtfeger and Weikert30 attribute the paucity of studies on the
social growth of pre -school children to: (I) the availability of suitable instru-
ments (usually these are more suited to older children or adults), (2) the
disagreement among experts as to what constitutes ideal social behavior, and

(3) the difficulty involved in isolating critical experiences within the school's

 

29$. A. Kirk, Early Education p_f the: Mentally Retarded (U rbana:
University of Illinois Press, 1958).

 

 

30Jane Schwertfeger and D. Weikert, "The Nature of Pre -School
Benefits," Michigan Education Association Journal, XLIV, No. 25 (March, 1967),
18 ~34.

 

38

jurisdiction. The development of a non-verbal instrument would be of great
value.

"-Child development researchers allege that social interaction among
children increases rapidly after the age of three, that prior to this time children
lack both the readiness and social experience. Social development during the
pre-school years reflects the child's expanding world. From a close tie to
his mother, he expands his relationship to include other members of the family,
his peer group, and finally other adults. Many factors determine the child's
social behavior and development. ")Although it seems reasonable to conclude that
pre -kindergarten attendance strengthens important social skills and behaviors,
on the basis of information now available, it is not possible to make unequivocal

assertions.

Effects of Pre -School Attendance on Emotional Development

 

Studies of the emotional development of pre-school children have used
both positive and negative approaches. Some researchers have attempted to
determine the positive benefits derived from pre-kindergarten experiences,
while others have tried to determine possible deleterious effects. Much of the
latter research has come from studies of institutionalized children who have been
separated from their parents. Some practitioners have expressed the fear that

negative effects of this kind of experience might also result when the child is

39

separated from his mother to attend nursery school.

Heinicke31 (1956) compared the behavior of two groups of two -year
olds during the period of their first separation from parents. One group of
children was placed in a residential nursery situation, the other group in a day
nursery. Initially both groups were disturbed over the separation, particularly
during the first two days. After this the children in the day nursery showed
less concern, while the other group continued to show significantly greater
disturbance in a number of areas. When returned to parents after three weeks the
latter group displayed severe hostility, demanded a disparate amount of adult
attention, increased autoerotic behavior, and some refused to recognize parents.
These observations of children in residential programs are consistent with
other reports of children who have been institutionalized.

Glass32 (1949) studied children two through five years old who
attended pre-school while their mothers worked. They were compared with a
control group cared for by mothers at home with respect to eating, sleeping,

elimination habits and the incidence of problem children. Findings indicated

 

31C. M. Heinicke, "Some Effects of Separating Two Year Olds from
Their Parents, A Comparative Study," Human Relations, IX (1959) 105-176.

 

32Netta Glass, "Eating, Sleeping and Elimination Habits in Children
Attending Day Nurseries and Children Cared For At Home by Mothers, " American
Journal p_f Orthpsychiatry, XIX, No. 4 (October, 1949) 697-711.

 

40

only slight differences between the two groups and the author concluded that
there was no evidence to suggest that children in nursery school are more likely
to develop emotional problems than children cared for by their mothers.

The likelihood that children at the pre-school level can learn to deal
with their emotional problems has been indicated by studies conducted in clinical
and educational settings. Chittenden33 (1942) found that a selected group of
nursery school children showed a decrease in dominative behavior without
becoming more inactive or subdued after a training series in which they had a
chance to study what happened when dolls used quarrelsome and cooperative
methods of handling social problems such as those that arise in the young child's
play. Appel34 (1942) found that a successful technique in dealing with fights and
quarrels of nursery school children was to try to interpret the wishes and feel-
ings exhibited. Since 1956, the Virginia Frank Child Development Center in
Chicago has worked with emotionally disturbed pre-school children. Using
nursery school activities, trained teachers and social workers attempt to help

children cultivate inner resources for responding to frustrations. Work at the

 

33G. E. Chittenden, "An Experimental Study in Measuring and
Modifying Assertive Behavior in Young Children, " Child Development, VII.

(Monograph. )

 

34M. H. Appel, "Aggressive Behavior of Nursery School Children and
Adult Procedures in Dealing With Such Behavior," journal o_f Experimental Educa-
tion, IX, No. 2 (September, 1942), 185-199.

 

41

Center is described in an article entitled, "Problem Pre -Schoolers. "35 Such
research indicates that the pre-school child probably has a greater capacity for
understanding and using psychology than customarily is assumed in connection
with training at school. No indication is given, however, as to how early and
how well the child might learn to bring reason to bear in understanding his own
emotional behavior.

With the expansion of the child's mental operations, motor abilities
and social activities, circumstances which arouse his emotion become more
and more complex. It becomes more difficult to understand his feelings, and
when he shows emotion, the cause may not be understood.

Emotional development is always an individual matter. No two
children ever react in exactly the same manner or make the same response to
the same environmental situation. Factors which influence responses include
their temperament, past experiences, and primary reactivity pattern. 36

One of the most difficult areas for research and accurate measurement

is the study of emotional development. Perhaps the most considerable amount of

re search conducted has used the Children's Manifest Anxiety Scale. It can be

 

used upward from the second grade. Generally studies show that anxiety

 

35Edith G. Neisser, "Problem Pre -Schoolers, " Parent's Magazine,
XLI, No. 1 (March, 1966), 43-45.

 

36Dinkmeyer, pp. _e_i_t_., p. 265.

42

interferes with performance, 37 although some studies indicated that under
certain conditions anxiety facilitated early identification of emotionally disturbed
children. In a research project in California, Bowers38 found ten per cent of a
group of fourth, fifth, and sixth grade children to be moderately to seriously
emotionally handicapped. He used a method based on teacher ratings, peer
perceptions and self-perception for in-school screening by teachers.

Good mental health is dependent on wholesome emotional development.
The goals of early childhood education include promotion of the child's sense of
security, self -respect, and other concomitants included in this dimension of
personality. The school environment must provide a supportive climate which
nurtures individual differences and enhances self-concept. The child must feel
respected and valued.

. it is not the overt behavior we seek to change but the child's

goals and purposes. This necessitates providing a consistent relation-
ship of mutual trust and mutual respect to enhance development. 39

Readiness and Pre -School Attendance.

 

The term "readiness" is not found in educational literature prior to

 

37Ibid. , p. 271.

38E. M. Bowers, Early Identification of Emotionally Disturbed
Children in School (Springfield, Illinois: C. C. Thomas, 1960).

 

 

3913351. , p. 275.

43

1935. However, some contemporary educational psychologists allege that
Pestalozzi had this concept in mind when he wrote:

All instruction of man is then only the Art of helping nature to
develop her own way; and this Art rests essentially on the relation and
harmony between the impressions received by the child and the exact
degree of his developed powers. It is also necessary in the impressions
that are brought to the child by instruction that there should be a sequence,
so that beginning and progress should keep pace with the beginning and
progress of the powers to be developed in the child. 40

The term is used by educators to indicate the time when a child is sufficiently
advanced mentally, socially, emotionally, and physically, to learn.

Much research within the last decade on the effects of pre -kinder-
garten attendance on readiness was undertaken by Brenner, the author of the
instrument used in this study. Brenner41 (195 7), Brenner and Samuelson42
(1959), and Hoffman43 (1957, 1958), have isolated characteristics of kinder-

garten pupils which purport to indicate readiness for first grade. The Brenner-

Samuelson study examined early kindergarten behavior in relation to first grade

 

40Lewis F. Anderson, "How Gertrude Teaches Her Children,"
Pestalozzi (New York: McGraw Hill Book Company, Inc. , 1931), pp. 57-58.

41Anton Brenner, "Nature and Meaning of Readiness for School, "
Merrill-Palmer Quarterl , III, No. 3 (Spring, 1957).

 

42Anton Brenner and Nancy Samuelson, "Kindergarten Behavior and
First Grade Achievement: A Case Study Exploration," Merrill -Palmer Quarterl ,
V, No. 3 (Spring, 1957), 140.

43Helmut Hoffman, 'Behavior Patterns in Kindergarten and First Grade, "
Merrill-Palmer Quarterly, III, No. 3 (Spring, 1957), 136.

 

 

44

achievement. Sixteen children in'a private school were ranked by their first
grade teacher in terms of functioning in first grade and preparedness for second
grade. The five most successful and five least successful children were chosen
for case study analysis. The ten children were described in their transactions
with objects, verbal symbols, peers, teachers, and adults. Following a six
week observation period, the researchers generalized about different styles of
child-school relationships that are characteristic of children who are likely to
be successful in first grade and of children who are likely to be less successful.
A study by Wolff44 in 1965 compared children in four elementary
schools who had participated in a Head Start program with classmates who

had not. Using the Caldwell Pre ~School Inventory, four measures of social

 

and educational readiness were compared: initial adjustment to class and school
routines, behavior toward peers and teachers, speech, work habits and

listening habits, and educational attainment. Head Start participants tended

to rank high in greater proportions than did the children without this exper-
ience. They appeared less frequently at the bottom three deciles than did
children who had participated in Head Start. Teachers who had fewer than twenty-
five per cent Head Start children in their classes thought the program made

no difference. In classes where Head Start participants constituted

 

44Max Wolff and Annie Stein, "Head Start Six Months Later, " P_h_i
Delta Kappan, XLVIII, No. 7 (March, 1967), 349-350.

 

45

fifty per cent or more of the class, teachers thought the pre-school attendance
helped the child's initial adjustment.

Henderson45 (1965), Kirk46 (1958), and Weikert47 (1964), found no
statistically significant differences between control and experimental groups on
reading readiness at the end of kindergarten. Weikart does suggest, however,
that after pre -school exposure the disadvantaged child is' "More ready to learn
and participate in an educational expe rience."48 Vandeberg‘j‘9 posited that all
aspects of language arts, not only reading, need attention in readiness programs.
Activities described as essential for language arts readiness were: developing
favorable attitude toward the language activities; providing Wide experiences
which are fundamental to understanding primary grade learnings; extending

concepts through teaching children to classify familiar objects; improving oral

 

45A. S. Henderson, "1964-1965 Annual Report To the Ford Foundation
On the Pre -School and Primary Education Project, " Council f_op Human Services
(Harrisburg, Pennsylvania, 1965). (Mimeographed.)

 

46Kirk, pp. C_it_.

47Weikert, pp. 219

48
Gerald D. Alpern, "The Failure of a Nursery School Enrichment
Program for Culturally Disadvantaged Children, "American Journal pf Orthopsy-
chiatry, XXXVI, No. 2 (March, 1966), 244-245.

 

49Ethy1Vandeberg, "Readiness for Language Arts Begins In Kinder-
garten, " Elementary School Journal, LIII, No. 8 (April, 1953), 447 -453.

 

46

language facility, auditory and visual discrimination. Artley50 cited twenty-
five studies that support using language arts programs to foster readiness.
Koenker's5 1 study demonstrated the effectiveness of a kindergarten
arithmetic readiness program. Two elementary schools with morning and
afternoon kindergarten sections were used. Experimental and control groups
were set up. In the fall an intellegence test and an individual arithmetic read-
iness test were administered to all pupils. During the year the experimental
group studied the regular program plus an arithmetic readiness program
which included number experiences in life -like classroom activities, (examples:
measuring heights, room dimensions, with ruler and yardstick; using money).
Retesting done in the spring showed that the experimental group gained signif-
icantly more in arithmetic than those in the control group.
Alpern'ss'2 research reports the failure of a nursery school enrichment
program for culturally disadvantaged children. Forty -two four-year old children

typical of this population were individually tested by eight psychologists for

intelligence (Stanford-Binet Intelligence Scale), and three aspects of readiness

 

 

50A. Sterl Artley, "Oral Language Growth and Reading Ability, "
Elementary School Journal, LIII, No. 6 (February, 1963), 321-358.

 

5 1Robert H. Koenker, "Arithmetic Readiness at The Kindergarten
Level," Journal p_f Educational Research, XLII, No. 3 (November. 1948),
218-223.

 

 

52Alpern, g): 313.

47

(first three scales of Metropolitan Readiness Tests,Form K). On the basis of

 

the initial testing two groups were matched on the basis of sex, intelligence and
readiness. One group was assigned at random as the experimental group (E),
and the other as the control group (C). The E group attendeda nursery school
three times a week over a seven month period. The curriculum was purported
to be designed specifically to: (1) increase language skills; (2) develop positive
attitudes toward concepts of teacher, learning and school, and (3) increase
knowledge of middle class values and experience. Upon termination of the
program, all children originally tested who were available were retested by
seven psychologists. Statistical analysis of data indicated: (1) no difference in
intelligence between groups at the time of the initial or second testing; (2) both
groups made significant gains in all three-readiness measures from the initial
to the second testing, and (3) there were no significant differences between
groups in any of the readiness tests. Further analysis of group differences is
scheduled to take place after all pupils have completed at least one year of

elementary schooling.
Summary

Literature in the field of child development generally concludes that the
pre-school years are the most opportune time for intervention if behavioral and

attitudinal changes are to be made. Abundant evidence makes it clear that a

48

child's early social growth and emotional development influence his later life.
Almost daily new research and papers on the disadvantaged child

appear. In several instances the writer found that although she was able to

ascertain information about studies, actual research was not available. Based

on the review of literature it must be concluded that the effects of pre-school

attendance on social growth, emotional development and readiness remain moot

issues. Limited evidence suggested that certain social skills may be enhanced

by a good pre -kindergarten experience. Some studies asserted that emotional

development and readiness were facilitated by pre-school attendance; others made

no such claims.

I The research makes it clear that the effectiveness of pre-school
efforts depend on whether or not the program is appropriate to the child's
readiness level. Crucial to the whole program is the effectiveness of the teacher.
A wide range of behaviors is reported, and teachers vary both in methods used
and degree of support given to the child.

Behavior learned in the pre -school years tends to persist throughout
childhood. A longitudinal study made by Kogan and M03553 verifies this fact.
Thus the important role that pre-school programs can play is under scored

during this period of growth and development. It is not yet possible to document

 

53Jerome Kogan and Howard Moss, Birth 3p Maturitpy: A Study 1p
Psychological Development (New York: Wiley and Son, 1962)

 

 

49

conclusively the impact of pre ~kindergarten education. However, research

would lead one to conclude that under certain circumstances, positive effects

can result.

The time for pre-school experiment is doubly right. That it is
needed for the sake of the excluded and deprived is self-evident;
but the movement is gathering momentum at offering persuasive
evidence that all children can learn - much more, much sooner. What
has been introduced as a lifesaving device for those at the bottom of
society's ladder may, in time, help to loosen the rigidity of the educa-
tional structure as a whole.

 

54‘Hechinger, pp. _p_i_t_. , p. 12

CHAPTER III

PROCEDURES OF THE STUDY

Methods of Investigation

 

Selection of the Study Site. In considering possible sites for the study,

 

the writer investigated school districts in and around Flint, Michigan. The use
of several school districts in the area was studied. Because of differences in
the size and complexion of communities, curriculum construction and school
organization it seemed unwise to elect this alternative.

It was deemed more appropriate to use one school district. This
decision eliminated differences attributable to varying practices among school
districts. The following criteria were used in selecting the school system in

this study:
1. Pre-school programs of varying lengths in operation in areas
labelled "disadvantaged. "

2. Sufficient population in each program to draw matched groups of

children from disadvantaged homes.
3. Cooperation of school administrators, teachers, and pupils.
4. Accessibility of study site to the investigator.

The Flint Community School District was selected as the site for the

51

study. The community and schools met all necessary criteria.

Since pre-school education composes one of the six major segments
of compensatory education programs in the Flint Schools, the Research Depart-
ment felt that this study would evaluate some aspects of this program and help
to answer questions concerning it. The compensatory program of the Flint Public
Schools entitled, "Better Tomorrow for the Urban Child" (BTU), is described
in Appendix A.

The Community. Flint, the second largest city in Michigan, is located

 

in the southeastern part of the state, approximately sixty miles northwest of
Detroit, and fifty miles northeast of Lansing. It is the home of Buick Motor Car
Company and AC Spark Plug, as well as the major assembly plants of Chevrolet
and Fisher Body companies. Many other factories that serve heavy industry are
also located here.

Originally incorporated as a city in 1855, Flint has a population of
about 200, 000. Approximately 82, 000 of these residents are employed by
General Motors. The city occupies an area of thirty-three square miles.

The area which includes the inner-city schools from the middle to the
north end of the community covers some seventy-five blocks. See Appendix B for
the location of these schools in the city.

Selection of Schools. Thirteen elementary schools are located in this

 

area. Some of them offered eight week summer pre -kindergarten programs;

others had full year programs. The type of programs offered in each of these

52

schools is illustrated graphically in Table 2.

TABLE 2

PRE -KINDERGARTEN PROGRAMS IN FLINT
INNER-CITY ELEMENTARY SCHOOLS

 

 

 

 

Head Start
School Full Year Program (Summer Program)
1 X
2
3 X X
4
5 X
6 X X
7
8
9 X X
10 X X
11
12 X
13 X X
TOTALS 13 8 5

 

Five inner-city elementary schools operated summer Head Start
pre-school projects. Eight schools provided full year (nine month) pre -kinder-
garten programs. Since none of the schools enrolled a sufficient number of
children in both programs from which an adequate sample could be drawn, three
schools were selected at random.

These three schools are in the old part of the city; they represent the

53

hard core of scholastic underachievement, and typify the myriad of problems

characteristic of urban depressed areas.

1

Building Characteristics. Sexton reports that school building in

 

underprivileged neighborhoods are poorer; that they have less equipment and
poorer standards of maintenance. Observations by the investigator would

confirm this statement. There are, however, many reasons. The buildings were
old. The mean age of the schools in this study was forty-four years. The build-
ings we re well worn and maintenance becomes difficult as indicated by chipped and
cracked plaster and peeling paint. The schools were crowded. All of the schools

included in this study had at least three portable classrooms.

TABLE 3

SCHOOL BUILDINGS BY YEAR OF CONSTRUCTION,
AGE, AND PORTABLE UNITS

 

 

 

Year of Original Portable
School Construction Age Classroom s
1 192 l 46 7
2 19 18 49 3
3 1926 4 1 4

 

 

lPatricia Cayo Sexton, Education and Income (New York: The Viking
Press, 1961).

 

54

The Students. Enrollment in these buildings approximates 2150

 

pupils; almost all pupils are Negro. Although no census of racial composition
is recorded in the Flint Schools, the following table represents an estimate

arrived at through consensus by several observers in these schools.

TABLE 4

STUDENT ENROLLMENT AND RACIAL COMPOSITION
OF SCHOOLS IN THE STUDY

 

 

 

 

 

School Enrollment Percent of Students by Race
Negro Caucasian
1 1100 98 02
2 500 100 0
3 550 98 02
TOTAL 2150 (more than) 98 (less than) 02

 

The Staff. Each school was staffed with a complement of professional
educators, including the principal, reading specialists, arithmetic specialists,
a social worker, a community school director, home counselor, and an instruc -
tional materials specialist. In addition, all consultant and diagnostic services
of the Flint Board of Education were available.

Selection of Pupils. Pupils in the kindergartens of the three selected

 

schools were classified according to the extent of their pre -kindergarten expe-

riences. Those who had attended the full year program were placed in Group I;

55

those who had participated in the eight week Head Start Project were in Group II;

and those who had not participated in any pre -kindergarten experience were in

Group IH. The Research Office of the Flint Community Schools, kindergarten

teachers and office records were used to classify pupils during September, 1966.
From these lists, ninety pupils were selected for the study, thirty from

each of the three groups. Pupils were matched using the following criteria:

(1) birthdate (born in same month and year), (2) birthplace (all were born in

Flint), (3) sex, and (4) race (Negro). Birthdate and sex were chosen in an attempt

to reduce variability within the populations. Children of the same age tend to

be ready for similar experiences at the same time. 2 However. research indicates

that girls mature more rapidly than boys. 3 Lee's study4

suggested the variable

of birthplace. He found that intelligence test scores improved significantly and
steadily with length of residence in a northern city (Philadelphia). Thus, to
eliminate the possibility of regional handicaps, this was included as a control
variable. Racial matching was coincidental. Due to the segregated housing pattern

that existed in Flint, elementary schools in the inner-city enrolled an overwhelming

majority of Negro students. In Table 5, the population of the study is described

 

2Olson, pp. pip.

3Cronbach, pp. g.

4E. S. Lee, "Negro Intelligence and Selective Migration," American
Sociology Review, XVI, No. 2 (March, 1951) 227-233.

 

56

by the control variables of the study.

TABLE 5

AGE AND SEX OF NINETY NEGRO KINDERGARTEN
CHILDREN BY EXPERIMENTAL GROUPS

 

 

 

 

 

 

 

Experimental
Group Sex Age in Years and Months Total
5 5-1 5-2 5-3 5-4 5-5 5-6 5-8 5-9 5-10
male 1 2 1 2 3 1 1 1 12
Group I female 3 2 3 2 1 2 3 2 18
total 1 5 2 4 2 3 5 4 1 3 30
male 1 3 1 1 2 2 1 1 12
Group 11 female 2 3 4 2 1 l 18
total 2 4 6 1 1 6 4 2 30
male 1 1 1 2 2 3 1 l 12
Group 111 female 1 2 2 1 3 2 3 2 2 18

total 1 l 3 3 3 5 5 4 3 2 30

 

male 2 3 4 3 3 4 8 4 3 2 36
TOTAL fem ale 2 7 7 5 5 4 8 8 3 5 54
total 4 10 1 l 8 8 8 l6 l2 6 7 9O

 

Included in the study population were thirty-six boys and fifty-four
girls ranging in age from five years to five years ten months old. Each exper-
imental group had twelve males and eighteen females. Three boys were eliminated

from the study. One child was hurt in an accident and one moved during the year.

57

The third member of the group was dropped as counterparts were no longer

available. Complete data was gathered from eighty-seven pupils.

Collection of the Data

 

Instruments were selected that would measure the specific variables

of the study. Test instruments used in the study were: The Anton Brenner

 

Developmental Gestalt Test of School Readiness, the Metropolitan Readiness

 

 

Tests Form A, and The Operation Head Start Behavior Inventgy.

 

 

The Anton Brenner Developmental Gestalt Test of School Readiness.

 

This instrument is an elaboration of principles of Gestalt and development psy-
chology. The basic principles posit that perceptual and conceptual differentiating
ability are the most important factors in personality development and learning
from the time of birth. Five sub-tests are included which require one or more

perceptual responses.

Sub -test I: Number producing
Sub-test 11: Number recognition
Sub -test HI: Ten dot Gestalt
Sub-test IV: Sentence Gestalt
Sub-test V: Draw-a-man

The test is primarily non -verbal and purports to "tap the potentials of
culturally deprived children with language difficulties. " Administration takes
approximately 4-8 minutes for each child.

A simple numerical scoring system is used. Test scores have various

meanings depending on when the test was administered. Brenner Gestalt Test

 

scores are interpreted differently if testing occurs during the first part of the

58

kindergarten experience, or toward the end of that period. Low scores (0 -24
in October, 0-54 in May) suggest that the child is maladjusted to school and is
unready. Probably they are also unhappy. High scores (55-80 in October, 70-
80 in May) may indicate a rapidly and early maturing, well -adjusted child.

The Achievement -Ability sub-scale was completed by the teacher.
Eight items were assessed: persistence, independence, thinking ability, reading
and number achievement, motor coordination, method of working, and environ-
mental adjustment. This rating evaluated functional ability at the time and was
predictive of potential performance.

The Social -Emotiona1 Behavior Scale was also completed by the teacher.
Categories included were: considerateness, dependability, self -confidence,
emotionality, interest in learning, motivation, and cooperation. This scale
provided insights into several aspects of the child's personality composition.

Perceptual and conceptual differentiation have been found to correlate
highly with social and emotional behavior in school situations. Consequently the

Brenner Gestalt Test in addition to being predictive of reading and number read-

 

iness may be considered as a measure of general social readiness, and predictive,
to some extent, of future success or failure in situations involving social and
emotional behavior.

Studies of reliability and validity have included all socio -economic

strata. Studies indicate that the Brenner Gestalt and its sub-tests have signif-

 

icantly high reliabilities. Accuracy of discrimination and prediction of the test

59

was examined through the use of two different criteria measures. The range of
accurate predictions on the Achievement -Ability Scale and the Social —Emotional
Behavior Scale were from sixty -one to ninety-three per cent.

Norms are based on Michigan kindergarten pupils with an age range
from four years nine months through six years, ten months.

The rationale for this instrument as stated by the author posits:

Life, growth, development, maturation, personality formation and
readiness for tasks are characterized by continuous formation and change
of forms and structures (Gestalten) in the self and of the external milieu.
These processes occur during the entire life cycle of an individual. There
is constant interaction between an organism and its environment. Through
such processes sensory organs develop and increase their functionality;
so do thinking, emotionality, social behavior, needs, interests, experiences,
values, and abilities to cope with reality and the tasks of living. These
processes and experiences lead to increasing differentiations within the
organism. The increase of organismic structure and differentiation
modifies and improves organismic functions; it heightens the capacity
for input and output --- learning and performing. This occurs in the child's
physical, mental, emotional and social development as well as in specific
skills and achievements.

A copy of the Brenner Gestalt Test is found in Appendix C.

The Metropolitan Readiness Tests. Designed for use at the end of

 

kindergarten or the beginning of first grade, these tests measured the extent to

 

5Anton Brenner, The Anton Brenner Developmental Gestalt Test of
School Readiness Manual, Department of Education and Psychology (Detroit
Michigan: The Merrill-Palmer Institute, 1964), p. 6.

 

 

60

which school beginners have developed in several skills and abilities that con-
tribute to readiness for first grade instruction. Six tests are included which
sample traits, knowledge and skills that are important to success in handling
the formal instruction of the typical first grade program. The sub-tests are as
follows:

Test I : Word Meaning - range of vocabulary and verbal concepts.

Test 11 : Listening - comprehension of phrases and sentences,
sustained attention, capacity for inference.

Test 111 : Matching - visual perception of similarities and differences
in word forms and figures.

Test IV : Numbers - number maturity - vocabulary, counting,
recognition of written numerals, interpreting number
symbols, simple numerical problems.

Test VI : Copying - a combination of visual perception and motor

0
control that is important in learning to write.
Scoring required comparison of the pupil's responses with the correct responses
marked on a key. Total scores may be converted to a percentile rank or to a

letter rating from A to E. This is the simplest mode of interpretation of scores,

and the one most widely used. Table 6 describes the scale.

61

TABLE 6

LETTER RATINGS AND READINESS STATUS CORRESPONDING
TO VARIOUS RANGES OF TOTAL SCORES

 

 

Score Letter Readiness
Range Rating Status Significance

 

Above 76 A Superior Apparently well equipped for
first grade work. Enriched
opportunities should be offered
in line with abilities indicate.

64-76 B High Normal Good prospects for success in
first grade work provided other
indications, such as health,
emotional factors etc. , are
consistent.

45 -63 C Average Likely to succeed in first grade
work. Careful study should be
made of specific strengths and
weaknesses and instruction
planned accordingly.

24-44 D Low Normal Likely to have difficulty should
be assigned to slow section and
given more individualized help.

Below 24 E Low Chances of difficulty high under
ordinary instructional circum-
stances. Further readiness work,
assignment to slow sections or
individualized work is essential.

 

The manual pointed out that efforts to attach significance to sub-test

scores were not encouraged. Consequently, only the total test scores were used

62

in this study.

The Metropplitan Readiness Test was standardized on a socio -economic

 

group which may have been slightly superior to the national average with respect
to median income and average schooling of adults in the communities. However,
the effect of such selection was not believed to be of sufficient magnitude so as
to impair the norms' usefulness. The test is believed to be both valid and
reliable. A copy of this instrument may be found in Appendix D.

Operation Head Start Behavior Inventory. This inventory consisted of

 

fifty items divided into nine categories. Within each category the items were

evenly divided between positive and negative attributes. Each item was rated on

a four point scale from "very much like the child" to "not at all like the child. "

Two sets of scores can be derived from this instrument: (1) an overall adjust-

ment score, (2) a separate adjustment score for each behavioral category. The

nine behavior categories included in this instrument were: sociability, independence,
curiosity, persistence, emotionability, self -confidence, jealousy, achievements,

and leadership. This instrument was developed by the Research Division of the

Office of Economic Opporutnity. The Operation Head Start Behavior Inventory

 

was widely used throughout the United States to evaluate children in Head Start
programs. At the time this report was being written, the Michigan State University
Head Start Research and Evaluation Center had in its possession about 150 of these

inventories to be scored. The Center expeced to have data completed by the end

63

of the summer, 1967. The comments from the personnel there who had worked
with this instrument were generally unfavorable. The Assistant Director of the
Center remarked that several statements seemed ambigious and some of the
terms used could evoke wide interpretation. The writer concurs. Information
regarding norms and standardization we re not available. A copy of the instrument
is found in Appendix E.

Administration of Test Instruments. The Brenner Gestalt Test was

 

administered during the first two weeks of October, 1966, to all pupils included
in the study population in individual testing situations at the pupils' respective
schools. At each school a quiet, non -distracting setting was provided. All of
the testing was done by the investigator.

At this time the investigator asked kindergarten teachers to complete
the Achievement -Ability Scale and the Social -Emotional Behavior Scale. They
were completed by teachers during the last two weeks in October. All data

required by and related to the Brenner Gestalt Test were completed by October 30.

 

Between May 17-29, of the ensuing year, the Brenner Gestalt Test was

 

administered individually to sixty pupils who we re selected at random from the
total study population. Table 7 describes this group. Again teachers were asked
to assess pupils on the Achievement -Ability Scale and the Social -Emotiona1

Behavior Scale. Data were returned to the investigator by June 2.

64

TABLE 7

AGE AND SEX OF SIXTY NEGRO KINDERGARTEN CHILDREN
BY EXPERIMENTAL GROUPS (POST-TEST)

 

 

 

 

 

 

 

 

Experimental
Group Sex Age in Years and Months Total
5-0 5-1 5-2 5-3 5-4 5-6 5-8 5-9 5-10

male 2 1 l 2 l 1 8

Group I female I l 2 1 l 2 2 12
total 1 3 3 2 2 3 2 2 2 20
male 1 1 2 l 1 1 1 8

Group 11 female 2 l 1 2 1 2 12
total 3 l 2 2 3 2 3 2 2 20
male 1 l 1 l 1 1 1 1 8

Group 1H female 1 l 1 l 3 12
total 2 2 2 1 4 1 3 4 l 20
male 2 3 3 3 4 3 3 2 1 24

TOTAL fem ale 4 3 4 2 5 3 5 6 4 36
total 6 6 7 5 9 6 8 8 5 60

 

Each year in the Flint Public Schools kindergarten teachers in each

school administer the Metropolitan Readiness Tests to all pupils. The instrument

 

was administered during the second and third weeks of May at the schools included
in this study. Results were made available to the investigator. Teachers re-
ported that pupils were tested in groups of ten as per instructions from the

Flint Re search Office.

65

The Operation Head Start Behavior Inventopy was completed by kinder-

 

garten teachers during May, 1967.

Statistical Analysis

 

The Kruskal Wallis One Way Analysis of Variance. 6 This statistical

 

method was used for analyzing data from the Brenner Gestalt Test, Metropolitian
Readiness Test, and the Operation Head Start Behavior Inventory.

The Kruskal Wallis is a nonparametric statistic. It tests the null
hypothesis that k samples (number of) come from the same or identical pop-
ulation with respect to averages. It assumes that the variables under considera-
tion have an underlying and continuous distribution.

In the computation of the Kruskal Wallis Test, each of the N (number
of cases in all samples combined) observations are replaced by ranks. That is,
all the scores from all the k samples (number of samples) combined are ranked
in a single series. The smallest score is replaced by rank 1, the next by rank
2, and the largest by rank N. N = the total number of independent Observations
in the k samples.

When this has been done, the sum of the ranks in each sample (column)

is found. The Kruskal Wallis test determines whether these sums of ranks are

 

6Sidney Siegel, Nonparametric Statistics hp: Ell? Behavioral Sciences
(New York: McGraw Hill Book Company, Inc. , 1956), pp. 184-193.

 

 

66

so disparate that they are not likely to have come from samples which were all
drawn from the sam population. If H is true, then the H (statistic used in the
Kruskal Wallis Test) is distributed as chi square with df=k-1, if size of samples
exceeds 5.

When compared with the powerful parametric F test, under conditions
where assumptions associated with the statisitcal model of the F test are met,
the Kruskal Wallis has asymptatic efficiency ofg; 95. 5 per cent.

The program for this statistical analysis was designed by the Michigan
State University Computer Laboratory for the CDC 3600 computer; program 40. 02.
This program was utilized in this study.

Significance Level Chosen. The five per cent level for acceptance or

 

rejection Of the null hypotheses being investigated was selected as being suffi-
ciently rigorous for the conditions of the study. Thus, if the probability was at
or less than five times in one hundred that the observed difference or one greater
could arise by chance, the hypothesis was rejected; but if the observed difference
was of such a magnitude that it or one greater might arise more than five times
in one hundred through the operation of chance factors, the null hypothesis of no

difference was accepted.

CHAPTER IV

ANALYSIS OF THE DATA

The problem posed in this study was stated in eight hypotheses. Each

was analyzed separately and the data presented.

Hypothesis I

 

There were no significant differences in social growth in October
among pupils who participated in a full year pre -kindergarten program,
pupils who participated in a summer pre -kindergarten program, and
pupils with no pre -kindergarten participation.

On the Brenner Gestalt Test (BGT) the following categories were

 

interpreted as characteristic of social growth: consideration, dependability,
goal direction, and cooperation. Rank sum scores for these dimensions are

reported in Table 8.

TABLE 8

BGT RANK SUM SCORES ON SOCIAL GROWTH DIMENSIONS FOR
THREE EXPERIMENTAL GROUPS; OCTOBER, 1966

 

 

 

 

Sum of Ranks
Group I Group II Group III
Consideration 1493. 5 1 104 1230. 5
Dependability 1523 1227. 5 1077. 5
Goal -Direction 1328 1277.5 1222- 5
Cooperation 15 18. 5 1272 1037.5

 

 

 

68

Rank sums for Group I were higher on all dimensions than were rank
sums for the other two groups. Group II's sum Of ranks was higher than those
of Group III in three categories: dependability, goal -direction, and cooperation.
In the category labelled consideration, Group H's sum of ranks was lower than
Group III's. Raw scores were lowest for Group III on all dimensions with the
exception noted. Dimensions of social growth were analyzed by the H Ratio in

Table 9.

TABLE 9

KRUSKAL WALLIS ONE WAY ANALYSIS OF VARIANCE H RATIO ON
BGT SOCIAL GROWTH DIMENSION (OCTOBER, 1966) AMONG
THREE EXPERIMENTAL GROUPS

 

 

 

Kruskal Wallis Level of
Social Growth Scale H Ratio Significance
Consideration 4. 5 l
Dependability 6. 22 < . 05
Goal -Direction . 4 1
Cooperation 6. 67 <. 05

 

Significant differences among the three groups were found at greater
than the . 05 level on two dimensions of social growth: dependability and
cooperation.

The null hypothesis was rejected because significant differences were

69

found among the three groups on two of the four scales. These differences
favored Experimental Group I (full year pre -kindergarten experience) over both
Experimental Group 11 (summer pre -kindergarten program) and Control Group
III (no pre-kindergarten education). Further, Experimental Group H scored

higher on these two dimensions than Control Group III.

Hypothesis II

 

There were no significant differences in social growth in May among
pupils who participated in a full year pre -kindergarten program, pupils
who participated in a summer pre -kindergarten program, and pupils with
no pre -kindergarten participation.

Data gathered in May used two instruments: the BGT, and the Operation

Head Start Behavior Inventory (OHBI). The same social growth categories of

 

the Bil" tested in Hypothesis I were used. Dimensions included on the ELI-IE
were: independence, achievement, leadership and cooperation. Data regarding
social growth dimensions are reported in Tables 10, 11, and 12.

In Table 10, the raw score data showed a consistent pattern. Group
I had the highest sum of ranks for all dimensions. Rank sums for Group II were
second highest, and Group III scored lowest on all dimensions related to social
growth.

A Kruskal Wallis H computed for each social growth category to
determine if significant differences existed among the groups was reported in

the subsequent Table.

70

TABLE 10

BGT RANK SUM SCORES ON SOCIAL GROWTH DIMENSIONS FOR
THREE EXPERIMENTAL GROUPS; MAY, 1967

 

 

 

Sum of Ranks
Group I Group II Group IH
Consideration 1444. 5 12 12. 5 1 l7 1
Dependability 1434. 5 1260 1132. 5
Goal -Direction 1339 1269. 5 1219. 5
Cooperation 1434. 5 126 l 1 132. 5

 

 

 

 

TABLE 1 1

KRUSKAL WALLIS ONE WAY ANALYSIS OF VARIANCE H RATIO ON
BGT SOCIAL GROWTH DIMENSION (MAY, 1967) AMONG
THREE EXPERIMENTAL GROUPS

 

 

 

Kruskal Wallis Level of
Social Growth Scale H Ratio Significance
Consideration 2. 46
Dependability 2. 62
Goal -Direction . 4 l
Cooperation 6. 61 <. 05

 

Cooperation, a dimension on social growth was found to differ

71

significantly at the . 05 level. No significant differences were found for other
components of social growth.

Data from the Operation Head Start Behavior Inventory related to

 

social growth are described in Tables 12 and 13.

TABLE 12

OHBI RANK SUM SCORES ON SOCIAL GROWTH DIMENSIONS
FOR THREE EXPERIMENTAL GROUPS; MAY, 1967

 

 

 

Sum of Ranks
Group I Group II Group III
Independence 1582. 5 129 I. 5 954
Achievement 1524 l 175. 5 l 128. 5
Leadership 1456 1 14 1 1231
Cooperation 1584. 5 1236. 5 1007

 

 

 

 

Group I had the highest rank sum scores on all dimensions of social
growth considered. Rank sum scores for Group II were higher than those for
Group IH on all items except leadership.

Cooperation, one components of social growth, was measured by both
instruments. Comparisons showed rank sum scores were higher for Group I than

for the other two groups.

72

TABLE 13

KRUSKAL WALLIS ONE WAY ANALYSIS OF VARIANCE H RATIO ON
OHBI SOCIAL GROWTH DIMENSIONS AMONG
THREE EXPERIMENTAL GROUPS

 

 

 

Kruskal Wallis Level of
Social Growth Dimensions H Ratio Significance
Cooperation 9. 18 <. 05
Independence 10.81 <I.05
Achievement 5. 07
Leadership 2. 93

 

Significant differences at the . 05 level were found on social growth
dimensions of cooperation and independence. No significant differences were
found among the three groups on dimensions of achievement and leadership.

The null hypothesis was rejected since significant differences were
found among the three experimental groups on two variables in the Operation

Head Start Behavior Inventorpy. The dimension of cooperation was significant at

 

the . 05 level on the BGT and the OHBI. Significant differences were found at the
. 05 level also on the independence variable. No significant differences were

found on the following: achievement, leadership, goal -direction, consideration.

Hypothesis IH

 

There were no significant differences in emotional development in

73

October among pupils who participated in a full year pre -kindergarten
program, pupils who participated in a summer pre -kindergarten program,
and pupils with no pre -kindergarten participation.

Rank sum scores for dimensions of emotional development of the BGT

considered in the study are reported in Table 14.

TABLE 14

BGT RANK SUM SCORES ON EMOTIONAL DEVELOPMENT DIMENSIONS
FOR THREE EXPERIMENTAL GROUPS; OCTOBER, 1966

 

 

 

Sum of Ranks
Group I Group II Group III
Emotionality 13 15 145 7. 5 1055. 5
Self -Confidence 14 14. 5 135 3. 5 1060
Interest in 1439 1281 1108
Learning
Motivation 1384 1337. 5 1106. 5

 

 

 

 

The sum of ranks for Group I was higher on three dimensions (self -confidence,
interest in learning, and motivation) than was the sum of ranks for Group II and
III on these same items. The sum of ranks for Group II on emotionality was
higher than the raw scores for Group I. With the exception noted, the sum of
ranks for Group II were second highest. Group III showed the lowest sum of

ranks on all dimensions.

74

TABLE 15

KRUSKAL WALLIS ONE WAY ANALYSIS OF VARIANCE H RATIO ON BGT
EMOTIONAL DEVELOPMENT SCALE AMONG
THREE EXPERIMENTAL GROUPS

 

 

 

Emotional Development Kruskal Wallis Level of
Dimensions H Ratio Significance
Emotionality 4. 99
Self -Confidence 4. 3 1
Interest in 3. 37
Learning
Motivation 2. 56

 

No significant differences existed among the three groups on any

dimension of emotional development. The null hypothesis was accepted.

Hypothesis IV

 

There were no significant differences in emotional development in
May among pupils who participated in a full year pre -kinde rgarten program,
pupils who participated in a summer pre -kinde rgarten program, and pupils
with no pre -kinde rgarten participation.

Rank sum scores for BGT dimensions of emotional development are

reported in Table 16.

75

TABLE 16

BGT RANK SUM SCORES ON EMOTIONAL DEVELOPMENT DIMENSIONS
FOR THREE EXPERIMENTAL GROUPS; MAY, 1967

 

 

 

Sum of Ranks
Group I Group II Group 1H
Emotionality 1460 12 39 1 129
Self-Confidence 1364. 5 1272. 5 1191
Interest in 1393. 5 1259 1175
Learning
Motivation 1372. 5 1298. 5 1159

 

The sum of ranks was highest in all categories for Group I. Group
II scores were higher than those for Group III. The latter group showed the

lowest sum of ranks.

TABLE 17

KRUSKAL WALLIS ONE WAY ANALYSIS OF VARIANCE H RATIO ON BGT
EMOTIONAL DEVELOPMENT SCALE AMONG
THREE EXPERIMENTAL GROUPS

 

 

Emotional Development Kruskal Wallis Level of
Scale H Ratio Significance
Emotionality 3. 2 1
Self -Confidence . 85
Interest in l. 37
Learning

Motivation 1. 38

 

76

No significant differences existed among the three groups on any
dimension of emotional development.

Data from the Operation Head Start Behavior Inventopy regarding

 

emotional development were analyzed in Tables 18 and 19.

TABLE 18

OHBI RANK SUM SCORES ON EMOTIONAL DEVELOPMENT
FOR THREE EXPERIMENTAL GROUPS

 

 

 

Sum of Ranks
Group I Group H Group III
Emotionality 1700. 5 1333. 5 794
Self-Confidence 1557 1285. 5 985. 5
Jealousy 1599. 5 13 12. 5 916
Persistence 173 1 1 104 993
Enthusiasm 1664. 5 1206 977

 

 

 

 

The pattern suggested by the data regarding emotional development
was consistent. Group I had the highest sum of ranks in all categories. Group
H had the next highest sum of ranks, and Group IH the lowest.

Rank sum scores for dimensions of emotionality and self -confidence

were higher on the BGT than on the OHBI.

77

TABLE 19

KRUSKAL WALLIS ONE WAY ANALYSIS OF VARIANCE H RATIO ON
OHBI EMOTIONAL DEVELOPMENT DIMENSIONS AMONG THREE
EXPERIMENTAL GROUPS

 

 

 

Emotional Development Kruskal Wallis Level of
Dimensions H Ratio Significance
Emotionality 12. 6 . 05
Self -Confidence 8. 9 . 05
Jealousy 12. 8 . 05
Persistence 16. 2 . 05
Enthusiasm 12. 4 . 05

 

On the OHBI, all dimensions related to emotional development were
significant at the . 05 level.

Thus one instrument (BGT), reported no significant differences among
experimental groups on the dimensions related to emotional development, while
the O_Hlfl noted differences at the . 05 level on five items: emotionality, self -
confidence, jealousy, persistence, and enthusiasm. However, even though the
differences among groups on 1391‘ scales were not significant, they were consistent
with the scores on the O_I_I_B_I. Pupils in Group I scored highest, those in Group II
second, and those in Group IH lowest. The null hypothesis was, therefore,

rejected.

78

Hypothesis V

 

There were no significant differences in academic readiness in
October among pupils who participated in a full year pre -kindergarten
program, pupils who participated in a summer pre -kindergarten program,
and pupils with no pre -kinde rgarten participation.

Rank sum scores on academic readiness among the three experimental

groups reported by the BGT are in Table 20.

TABLE 20

BGT RANK SUM SCORES ON ACADEMIC READINESS AMONG THREE
EXPERIMENTAL GROUPS; OCTOBER, 1966

 

 

 

Sum of Ranks
Group I Group II Group IH
Academic 13 14. 5 1299. 5 12 14
Readiness

 

 

Raw scores for Group I exceeds those of Group H and 1H, though the
differences among these sums are not great. The H Ratio was, . 31 which was
not significant.

Hypothesis V was accepted as no significant differences were found

among the three groups in October on academic readiness.

Hypothesis VI

 

There were no significant differences in academic readiness in May

79

among pupils who participated in a full year pre -kindergarten program,
pupils who participated in a summer pre -kindergarten program, and
pupils with no pre -kindergarten participation.

Rank sum scores regarding academic readiness among three experimental

groups reported by the BGT and the Metropolitan Readiness Tests are in Table 21.

 

TABLE 2 l

RANK SUM OF SCORES ON ACADEMIC READINESS FOR THREE
EXPERIMENTAL GROUPS ON THE BGT AND METROPOLITAN
READINESS TESTS

 

 

 

 

Sum of Ranks
Group I Group H Group HI
BGT 1420 1238 1 169. 5
Metropolitan 1469 1274. 5 1084. 5
Readiness

 

 

 

Group I scored better on both instruments than did Groups II and HI.
Rank sum scores were very close, however, between the instruments. The H
Ratio was 1. 87 and 3. 99 for the PET and Metropolitan Readiness Tests, respec -
tively. Neither was significant.

The null hypothesis was accepted as no significant differences in
academic readiness existed among the three groups on the BET: or the Metropol-

itan Readiness Tests.

 

8O

Hypothesis VII

 

There were no significant differences in total readiness in October
among pupils who participated in a full year pre -kindergarten program,
pupils who participated in a summer pre -kindergarten program, and
pupils with no pre -kindergarten participation.

Data from the Achievement -Ability scale included in the BGT was used

to test the hypothesis. These are reported in Tables 22 and 23.

TABLE 22

BGT RANK SUM SCORES ON TOTAL READINESS AMONG THREE
EXPERIMENTAL GROUPS (OCTOBER, 1966)

 

 

 

Achievement -Ability Sum of Ranks
Scale Group I Group II Group HI
Persistence 1384 1297. 5 1 146. 5
Independence 1473 1380 975
Thinking Ability 1393 1229. 5 1205. 5
Organization 1436 1 176. 5 12 15. 5
Reading Achievement 1339. 5 12 15 1273. 5
Arithmetic Achievement 1411. 5 1280 1 136. 5
Coordination 1384 1207 1237
Adjustment to 1369. 5 129 1. 5 1 167
Environment

 

 

 

 

81

Rank sum scores for Group I were higher in all categories than for
Groups H and IH. Group H scores were higher than those of Group IH on five
dimensions: persistence, independence, thinking ability, arithmetic achievement,
and adjustment to environment. Group HI, however, had higher raw scores on
three dimensions of the Achievement Ability Scale than Group H: organization,
reading achievement and coordination. Total readiness data were analyzed by

the H Ratio and are reported in Table 23.

TABLE 23

KRUSKAL WALLIS ONE WAY ANALYSIS OF VARIANCE H RATIO ON
BGT ACHIEVEMENT ABILITY SCALE (OCTOBER, 1966) AMONG
THREE EXPERIMENTAL GROUPS

 

 

 

 

Achievement Ability Kruskal Wallis Level of
Scale H Ratio Significance
Persistence 1. 77
Independence 8. 38 . 05
Thinking Ability 1. 8 1
Organization 3. 16
Reading Achievement l. 57
Arithmetic Achievement 2. 8
Coordination 1. 07
Adjustment to 1. 30
Environment
Total Achievement Ability Scale . 62

Total BGT . 31

 

 

TTIEITI

82

The dimension of independence was significant at the . 05 level. None
of the other items, however, showed significant differences. The H Ratio for the
total Achievement -Ability Scale and the total BET: were not statisticaHy significant.
Although the three groups differed significantly on one dimension of
the Achievement -Ability scale the null hypothesis was accepted. No significant
differences in total readiness were found among the three experimental groups,

however, on dimensions enumerated above.

Hypothesis VIII

 

There were no significant differences in total readiness in May among
pupils who participated in a full year pre -kinde rgarten program, pupils who
participated in a summer pre -kindergarten program, and pupils with no
pre -kinde rgarten participation.

Data from the Achievement -Ability scale of the BGT, and total scores

from the instrument, were used to analyze this hypothesis. Tables 24 and 25
report these data.

Rank sum scores among the groups were varied on dimensions included

on this scale. For Group I the components with the highest rank sums were adjust-
ment to environment and persistence. Highest scores for Group II were on the

items of thinking ability and independence. Group HI's sum of ranks was highest

on items of arithmetic achievement and coordination.

83

TABLE 24

BGT RANK SUM SCORES ON TOTAL READINESS FOR THREE

EXPERIMENTAL GROUPS, MAY, 1967

 

 

 

Achievement -Ability Sum of Ranks ’
Scale Group I Group II Group HI
Persistence 1407 1262 1 15 9
Independence 1400 1292 l 135
Thinking Ability 1404 1299 1 125
Organization 1388 1287. 5 1152. 5
Reading Achievement 1399 12 73 1 15 6
Arithmetic Achievement 1373. 5 1254 1200. 5
Coordination 1387 1269 1172
Adjustment to 1447 1259 1122
Environment

 

 

 

 

Raw scores presented a consistent pattern with scores for Group I

higher than those for Group II and HI. Rank sum scores for Group II were higher

than those for Group HI. On the basis of rank sum scores, only a small spread

among the groups is apparent.

Total readiness data were analyzed by the Kruskal Wallis H Ratio and

are presented in Table 25.

84

TABLE 25

KRUSKAL WALLIS ONE WAY ANALYSIS OF
VARIANCE H RATIO (MAY, 1967)

 

 

 

 

Achievement -Abflity Kruskal Wallis Level of
Scale H Ratio Significance
Persistence 1. 77
Independence 2. O 1
Thinking Ability 2. 28
Organization 1. 61
Reading Achievement 1. 71
Arithmetic Achievement . 89
Coordination 1. 31
Adjustment to 3. 03
Environment
Total Achievement Ability Scale 2. 2 1
Total BGT 1. 87

 

No significant differences were found among the three groups on any

dimensions in the Achievement Ability scale.

The H Ratio for this total was not

statistically significant. On the total BGT the H Ratio was not significant.

For Hypothesis VIH the null hypothesis was accepted as no significant

differences existed among the three experimental groups related to total readiness

and adjustment.

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Compensatory education programs provide neither panaceas nor
shibboleths to the problems of disadvantagement. They do, however, offer hope,
and the knowledge that resources are being mobilized in an effort to make equality
of opportunity a reality for disadvantaged children. The causes of the problem
are multiple, likewise the solutions. Pre-school education is viewed as another
attempt to solve this dilemma.

History books of the future wiH record the sixties as the era when

Americans tried very hard to reshape their schools to make educational
opportunities more nearly equal. Head Start will probably be recorded

as one of the several programs which was at the cutting edge and which
helped point the way in this mammoth, heart -warming effort. 1

Objectives of the Study

 

The purpose of this study was to compare social growth, emotional
development, academic readiness and general readiness (adjustment) of three
groups of kindergarten pupils with varying amounts of formal pre -kindergarten
experience. One group had participated in a nine month pre -kindergarten pro-
gram, the second in an eight week summer program (Head Start), while the
third had no formal pre-school experience. Eight hypotheses related to the

aforementioned variables were tested.

 

1Brazziel, pp. 93., p. 348.

86

Limits of the Investigation

 

This investigation was limited to:

1. Three inner-city elementary schools that operated full year and

summer pre -kindergarten programs.

2. A matched selected sample of eighty-seven pupils divided into

three groups according to the length of pre-school attendance.

Statistical Analysis

 

The data we re analyzed using the Kruskal WaHis One Way Analysis

of Variance. Program 40. 02 was designed for the CDC 3600 Computer at

Michigan State University Computer Laboratory, East Lansing, Michigan.

Summary of Findings

 

 

Dimensions Indicating Rank of

Hypotheses Conclusion Significant Difference Experimental Groups

I H IH

I - Social Rejected Dependability (BGT)* 1 2 3

Growth Cooperation (BGT)* 1 2 3
(October)

H - Social Rejected Cooperation (BGT)* 1 2 3
Growth Cooperation (OHBI)* 1 2 3
(May) Independence (BGT)* l 2 3

HI - Emotional Accepted 1 2 3

Devel-
opment

(Octobe r)

87

 

Dimensions Indicating Rank of
Hypotheses Conclusion Significant Difference Experimental Groups
I H HI
IV - Emotional Rejected Emotionality (OHBI)* l 2 3
Devel- Self-Confidence (OHBI)* 1 2 3
opment Jealousy (OHBI)* 1 2 3
(May) Persistence (OHBI)* 1 2 3
Enthusiasm (OHBI)* l 2 3
V - Academic Accepted 1 2 3
Readiness
(October)
VI - Academic Accepted 1 2 3
Readiness
(May)
VH - Total Accepted Independence (BGT) 1 2 3
Readiness
(October)
VIII - Total Accepted 1 2 3
Readiness
(May)

*SIGNIFICANT DIFFERENCE AT . 05

Social Growth (Hypotheses I and H)

 

Significant differences were found among the three groups favoring
the group with the longest period of pre -school attendance on several dimensions
of social growth: dependability, cooperation and independence. The sum of rank

scores favored Group 1. Scores for Group H were higher than those for Group 1H.

88

Emotional Development (Hypotheses IH and IV)

 

Any conclusion relative to emotional development must be inconclusive.
Null Hypothesis IH, related to the relationship of the three periods of pre -kinder-
garten attendance to emotional development in October, was accepted. No differ-
ences were found using the BGT. Again the following May, when children were
again tested with the _B_C_}_'l:_, no significant differences were perceived. However,
scores on a second instrument which was administered only in May were signif-
icantly different, favoring Group I, then Group H over Control Group H1.

The dilemma faced by the investigator there was: is it reasonable
to expect differences in emotional development among pupils in the three groups
to be increased during the kindergarten year? This conclusion must be drawn if
one examines only Hypothesis IH (differences in emotional development in
October ppp significant) and Hypothesis IV (differences in emo tional development
in May significant). Null Hypothesis IV was rejected only because of the additional
data afforded by the OHBI. Without these additional data, Hypothesis IV, too,
would have been accepted and the investigator could have drawn the neat
conclusion that no relationship exists between extent of pre -kindergarten school
experience and emotional development, but what conclusions might have been
drawn if the OHBI had been also administered in October? Perhaps the results
would have been dramatically opposite. Perhaps the _B_G_'_I‘ was not sensitive enough

to measure differences in emotional development, and perhaps, the OHBI measured

 

Ill- {.1}! ill.

89

a different dimension of personality. The results were inconclusive and somewhat

contradictory that no defensible conclusion is possible.

Academic Readiness (HypothesesV and VI)

 

No significant differences existed among the three groups on reading
nor arithmetic readiness. Rank sum scores showed Group I with the highest

scores, followed by Groups II and IH respectively.

Total Readiness (Hypotheses VII and VIII)

 

NO significant differences were found among the three groups related
to total readiness. Rank sum scores reported favored Groups I, H and IH in that

orde r.

Conclusions

 

Within the limitations of this study, the research supported the

foHowing conclusions:

1. The length of pre -school attendance was positively related to
facilitating some dimensions of social growth (cooperation,
independence, and dependability) among disadvantaged children.

2. The length of pre -school attendance was not related to the

academic readiness nor total readiness of the groups studied.

9O

3. A consistent pattern emerged from rank sum scores indicating
that the duration of pre -kinde rgarten attendance may be related
to the readiness variables though not at a statistically significant
level. Differences were in favor of the longest period of

attendance .

Implications

 

Assessments of pre-school programs cannot yet make unequivocal
assertions regarding the effects of pre -kindergarten attendance no matter what
the duration. To date no studies have reported negative effects, but findings
regarding positive effects continue to be inconclusive. It would seem that in
view of what is known about the formative years of early childhood, more
conclusive findings would be available. Authorities are in general agreement
that this period is crucial. During this time the child is malleable and viable.
He is at a high level of responsiveness to all kinds of stimuli. Given the
position taken by the experts in child development, to give credence to the
tenuous research findings, mine and others, is tantamount to admitting that
pre-school education programs generally are inadequate and inappropriate for
the tasks they purport to accomplish.

The time has come to give serious thought to pre-school education
programs. Many are hastily conceived and routinely implemented. Generally

they have been patterned after existing kindergarten programs. Thus, in

91

kindergarten, without regard for the length and quality of his antecedent
experience, the child falls heir to a duplication of the program from which he
recently emerged. Programs are characterized by a lack of imagination and
innovation. Often children do not appear motivated nor challenged. Yet, despite
this, teachers continue to engage in traditional patterns and activities.

Teachers trained in nursery school education are, indeed, rare.
By their own account, many persons working in pre-school projects are, in fact,
unfamiliar with the purposes and goals of early childhood education. This lack
of familiarity is reflected in the frequency with which traditional activities and
programs are repeated. Administrators who have a background in this field
are also rare. As a consequence, often programs are not integrated and
articulated with the total educational enterprise. Deutsch, for example,
advocates that pre-school programs for the disadvantaged should take children
three years of age and continue with them to the end of the third grade, with
early childhood centers built into the architectural plans of the school.

Reissman and others have pointed out the importance of parent
participation when intervention in the life style of disadvantaged children is
planned. Much is known about the environment of the disadvantaged and this
information makes imperative the. need to involve parents in a meaningful way,
if the schools, and for that matter other public agencies, are to have an impact.

Federal, state, and local monies in substantial amounts have been

92

made available for pre -school programs of varying durations, and the trend is
toward increased allocations. However, appropriations of such magnitude are
not likely to continue indefinitely unless program evaluations produce more
conclusive findings and this seems unlikely unless the content of the programs
themselves are made more innovative. Nor can the advocates of pre-school
programs for the disadvantaged continue to claim successes when available
research evidence is, at best, inconclusive.

In defense of curriculum designers and teachers, however, it
should be stated that adequate instruments for measuring specific growth aspects
of pre -school children are conspicious in their absence. The development of
instruments suitable for use with young children is an enormously difficult
undertaking for it must fulfill a complex set of criteria to be of value as
measures of readiness, or social and emotional growth. One instrument used
in the present research (_B_C_}_T_‘) has received positive comments from researchers
and authorities in the field of child development, while the OHBI, also used in
the present research, has not enjoyed this reputation. Critics posit that the
statements are ambigious and seem emotionally charged. Since no definitions
are included, a broad range of interpretations of the statements is possible.
Moreover, the (_DPiPI awaits standardization. Hence, the generaHy inconclusive
findings deriving from this instrument must be discounted, to some unknown

degree, until the OHBI is standardized. Even more essential is the development

93

of a non -verbal instrument since presumably one of the hallmarks of the dis-
advantaged child is his poorly developed verbal skill.
The research regarding the effects of pre -kinde rgarten training on

2, and by Vitz3, do, however, corroborate

social growth done by AHen and Masling
the findings of the present study. Although neither of these studies, nor the
present research demonstrated the occurence of growth as a totality, all

produce similar findings as to the facets or aspects of social development in

5 coincide

which growth is accruing. Moreover, studies by Glass4 and Chittenden
with findings from this research which hypothesizes that the duration of pre-
school attendance is not related to emotional development. However, the
present study does suggest a growth trend. Several Head Start programs have

been evaluated as to how they affected the child's readiness (Henderson, 6 Kirk,7

and Weikart8). As is true in the present study, no significant differences were

 

2AIIen, pp. pit.
3V. .

1tz, pp. 9.113:
4 .
Glass, pp. p1}.
SChittenden, pp. c_i_t.
6Henderson, pp. c_it.
7 . .
Kirk, pp. _c_1_t.

8Weikart, pp. _c_i_t.

94

were reported.

Pre -school education sounds so logical and so promising that few
have paused to question its validity. This program alone is not a panacea to
the problems of disadvantagement, and hopefully it wiH not be oversold. The

danger of turning this new trend into a fad must be recognized and averted.

Recommendations

 

Based on the findings in this study, observations, and readings in
related literature, the following recommendations are presented as guidelines
for further development of pre -school compensatory education programs.

1. A meaningful curriculum should be developed which reflects
those goals of early childhood education pertinent to educating
disadvantaged children. Further, what is known regarding the
life style and environment of the disadvantaged needs to be
translated into curricular goals. Curriculum goals should be
stated in terms of behavioral outcomes and specific activities.

2. Parent involvement and participation are imperatives if inroads
are to be made toward annihilating the etiology of disadvantagement.

3. The community school program should be strengthened at the
primary and pre-school levels. Many activities are Offered

for older children, but young pupils need meaningful relevant

activities which foster their interest in school.

include:

4.

95

In-service education and training are needed for pre—school
teachers and aides.

Longitudianal studies should be done to determine the optimal
duration of pre -kindergarten attendance.

The potency of pre -kindergarten programs needs to be increased.
Administrators and teachers need to experiment with physical and
curricular arrangements, and teaching styles which will achieve

this end.

Other questions which could be considered in subsequent studies

What would be the results of this study if further replications are
done using other proportions of the various racial groups found
among the disadvantaged?

Among disadvantaged Negro children, what are the differences

in adjustment and readiness among those with pre -school
experience in other regions, especially the South, and between
rural and urban children?

What is the effect of teaching style and the duration of pre -kinder-
garten attendance on the growth, development and readiness of

disadvantaged children?

BIBLIOGRAPHY

 

Ill tilllu. ll: 1

BIBLIOGRAPHY

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School Training on Children in the Kindergarten, First and Second
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1967), 285 -296.

 

 

Alpern, Gerald D. , "The Failure of A Nursery School Enrichment Program for
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XXXVI, No. 2 (March, 1966), 244-245.

 

 

Ambrose, Edna and Alice Miel, Children's Social Learning, Association for
Supervision and Curriculum Development, Washington, D. C. , 1958.

 

Anderson, Lewis Flint, Pestallozzi, New York: McGraw Hill Book Company,
Inc., 1931.

 

Anderson, Vernon E. , Principles ppd Procedures pf Curriculum Improvement,
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Andrus, Ruth and E. L. Horowitz, "The Effects of Nursery School Training:
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169-174.

 

Appel, M. H. , "Aggressive Behavior of Nursery School Children and Adult
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Artley, A. Sterl,"Oral Language Growth and Reading Ability, " Elementary
School Journal, LIH, No. 6 (February, 1963), 321-358.

 

 

Association for Supervision and Curriculum Development, "Disaffected Children
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Baltimore Public Schools, "An Early Admissions Project: Progress Report, 1963-
1964, Baltimore, Maryland, 1964 (Mimeographed).

Barnes, John B. , Educational Research 15p; Classroom Teachers, New York:
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Benjamin, Zae, The Emotional Problems o_f Childhood, London: University of
London Press, Ltd. , 1951.

 

98

Bereiter, Carl and Siegfried Englemann, Teaching Disadvantaged Children ip §h_e
Pre-School, New York: Prentice-Hall, Inc. , 1966

 

 

Bloom, Benjamin, Allison Davis and Robert Hess, Compensato_ry Education f_o_r
Culture Deprivation, New York: Holt, Rinehart and Winston, Inc. , 1965.

 

 

Bonney, Merle E. and Ertie L. Nicholson, "Comparative School Adjustments of
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Development, XXIX, No. 1 (March, 1958), 125-133.

 

Bowers, E. M. , Early Identification _o_f Emotionally Disturbed Children _ip School,
Springfield, Illinois: C. C. Thomas, 1960.

 

 

Brazziel, William, "Two Years of Head Start," fl Delta Kappan, XLVHI, NO. 7
(March, 1967), 344-346.

 

Brenner, Anton, "Nature and Meaning of Readiness for Schools, " Merrill -Palmer
Quarterly, IH, No. 3 (Spring, 1957), 21-24.

 

Brenner, Anton, The Anton Brenner Developmental Gestalt Test p_f_ School
Readiness Manuel, Detroit, Michigan: The Merrfll-Palmer Institute.

 

 

Brenner, Anton and Nancy Samuelson, "Kindergarten Behavior and First Grade
Achievement: A Case Study Exploration, " MerriH -Palmer Quarterly
V, No. 3 (Spring, 1957), 23-26.

 

Brittain, Cecil V. , "Pre -School Programs for Culturally Disadvantaged Children, "
Children, XIII, No. 4 (July-August, 1966), 130-134.

Brown, A. and R. Hunt, "Relations Between Nursery School Attendance and
Teachers' Ratings," Child Development, IX, No. 3 (September, 1938),
293-302.

 

Chittenden, G. E. , "An Experimental Study in Measuring and Modifying Assertive
Behavior in Young Children, " Child Development, VII. (Monograph.)

 

Cronbach, Lee J. , Educational Psychology (2nd ed.) New York: Harcourt, Brace
and World Company, 1963.

 

Deutsch, Martin, "Facilitating Development in the Pre -School Child: Social and
Psychological Perspectives, " Merrill -Palrner Quarterly, X, NO. 2
(April, 1964), 51-59.

 

99

Deutsch, Martin, "Nursery Education: The Influence of Social Programming on
Early Development, " Journal o_f Nursery Education, XIX, No. 3
(April, 1963), 17-24.

 

 

Dinkmeyer, Don C. , Child Development: The Emerging Self, New Jersey:
Prentice -HaH, Inc. , 1965.

 

 

Dowley, Edith M. , "The Role of the Nursery School In Community Education, "
American Journal pf Orthopsychiatry, XIX, No. 3 (July, 1949) 506-510.

 

 

Ezekiel, L. F. , "Changes in Egocentricity of Nursery School Children, " Child
Development, H, No. 2 (April, 1939), 74-75.

 

Foshay, Arthur and Kenneth D. Wann, Children's Social Values: _Ap Action
Research Study, New York: Bureau of Publications, Teachers CoHege,
Columbia University, 1954.

 

 

Frost, Joe L. and Glenn Hawkes (ed. ), The Disadvantaged Child: Issues ppd
Innovations, Boston: Houghton Mifflin Company, 1966.

 

 

Garrett, Henry E. , Elementary Statistics, New York: David McKay Company,
Inc., 1962.

 

Glass, Netta, "Eating, Sleeping and Elimination Habits in Children Attending
Day Nurseries and Children Cared For At Home by Mothers, " American
Journal o_f Orthggsychiatg, XIX, No. 4 (October, 1949), 697-711.

 

Goldfarb, William, "Infant Rearing and Problem Behavior, " American Journal pi
Orthopsychiatg, XHI (January, 1943), 249-265.

 

 

Gordon, Edmund and Daxey A. Wilkerson, Compensatory Education For The
Disadvantaged, New York: College Entrance Examination Board, 1966.

 

 

Gray, Susan W. and R. A. Klaus, "An Experimental Pre -School Program For The
Culturally Deprived," Child Development, XXXVI, No. 4 (December,
1965), 887-898.

 

Hattwick, Berta W. , "The Influence of Nursery School Attendance Upon the
Behavior and Personality of the Pre -School Child, " Journal pf_ Experimental

 

Education, V, No. 4 (May, 1937), 260-264.

lOO

Havighurst, Robert, Education _Ip Metropolitan Areas, Boston: Allyn and Bacon,
Inc. , 1966.

 

Hadley, Neith, The Kindergarten: Its Place 1_n the Program mp_f Education, New
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Hechinger, Fred (Editor), Pre -School Education Today, New York: Doubleday
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Heinicke, M. , "Some Effects of Separating Two Year Olds From Their Parents:
A Comparative Study," Human Relations, IX, No. 9 (May, 1942),
105-176.

 

Henderson, G. S. , "1964-1965 Annual Report to the Ford Foundation on the
Pre -School and Primary Education Project, " Council fpp Human
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Hoffman, Helmut, "Behavior Patterns in Kindergarten and First Grade," Merrill-
Palmer Quarterl , IH, No. 3 (Spring, 1957), 30-32.

 

Hunt, J. McVicker, Intelligence pup Experience, New York: The Ronald Press,
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Ilg, Frances L. and Louise Bates Ames, School Readiness, New York: Harper
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Jensen, A. R. , "Learning In The Pre -School Years, " Journal Nursery Education
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Jersild, Arthur, Child Development and The Curriculum, New York: Teachers
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Joel, Walther, "Behavior Maturity of Children of Nursery School Age, " Child
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Keppel, Francis, "In The Battle For Desegregation: What Are The Flanking
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101

Kirk, S. A. , Early Education pg php Mentally Retarded, Urbana: University of
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Koenker, Robert H. , "Arithmetic Readiness at the Kindergarten Level," Journal
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Development, New York: Wiley_ and Son, 1962.

 

 

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National Society for the Study of Education Yearbook, Child Psychology, LXH,
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National Society for the Study of Education Yearbook, Early Childhood Education,
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National Society for the Study of Education Yearbook, The Educationally Retarded and
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102

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Vitz, P. , "Some Changes in Behavior of Nursery School Children Over A Period
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(January, 1961), 62 -65.

 

Walsh, Mary E. , "The Relationship of Nursery School Training to the Development
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1931), 72-73.

 

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XLVIH, No. 7 (March, 1967), 349-350.

 

lifl‘illlllli‘ill.illll|l

APPENDICES

APPENDIX A

BETTER TOMORROW FOR THE URBAN CHILD (BTU)

 

Today‘s world demands quality and depth of learn-
Tg for all persons.

Believing that every child has the right to every
Ipportunity for reaching his fullest potential as a citizen.
he Flint Board of Education became concerned about the
nany problems relating to the educational attainment of
:hiIdren who attend “inner city“ schools.

In 1963, the Board requested and received a grant
)f $525,000 from the Charles Stewart Mott Foundation
0 plan and carry out a one-year experimental program.

This program was named Better Tomorrow for the
Urban Child (BTU).

Flint educators found that many urban children enter-
Ing kindergarten and year one have differences in their
readiness for school. These differences were shown to
be prevalent among 13 schools. Some children can pro-
gress normally; some will Show exceptional ability; others
will need special help. The BTU Program is designed
to improve preparation for school and continuous educa-
tional progress.

    

The Better Tomorrow for the Urban Child program was
launched after weekly meetings held over a period of a year,
lgyol‘vmg the_ IS principals _workjnq with the Director of

Better Tomorrow for
the Urban Child (ET

The Mott Program of the

Flint Board of Education

MICHIGAN

 

A pediatrician from the C. S. Mort Foundation Children's
Health Center examines a child and counsels his mother.

Purpose

This is a program designed to help inner city children
become more effective citizens. both educationally and
socially, through the use of additional human and material
resources. The program intent is to begin where Children
are and prepare them for successful school experiences,
and later in the world of work.

Goals

To raise the level of school readiness

To develop greater motivation for learning

To improve the self-image and performance

To prepare for successful academic performance

To improve teaching through understanding

To provide greater stability of staff in inner city

schools

To improve the total instructional program

0 To recognize special strengths and positive con-
tributions to the entire community

0 To strengthen the community school philosophy

through improved family. social. and civic life.

 

The Program

Six major segments compose the BTU Program: pre-
kindergarten. in-service training. health, curriculum de-
velopment, enrichment through the community school
program. and provision for instructional materials.
Pre-Kindergarten Experience: It is obvious that some
children are more ready for school than others. In order
to rectify this discrepancy. several schools offer a pre—
school program taught by special teachers. Whenever poss-
ible, mothers are involved in order to reinforce at home the
attitudes and objectives taught in the kindergarten. There
can be no doubt regarding the importance of launching
the very young child with maximum opportunity for suc-
cess in school. In an age of concern for the dropout stu-
dent and unemployed youth. it is vital that every child
begins school with as high a level of readiness as possible.

It is a well-known fact that most children who succeed

at each grade level are motivated toward continued suc-
cess in school. Their abilities to perform and compete
improve their self-images and make them aware of their
identities. They are eventually able to make more real-
istic judgments regarding their aspirations for higher
learning and, ultimately, careers.
In-Service Education: Because of the necessity of meeting
individual needs, additional teaching aids are made avail-
able to the BTU teaching staff. Although the BTU Pro—
gram is not a departure from accepted techniques of teach-
ing, it is concentrated teaching. Consequently. assistance
and encouragement are offered to teachers and staff.

0 Partial tuition is provided for teachers to encour-
age them to take specific courses designed to up-
grade instruction and develop an understanding
of the needs of the urban child.

0 Workshops are scheduled and funds provided for
consultants who will address their efforts to prin-
cipals. community school directors, and teachers
in special areas.

0 Special conferences and visitations are arranged
for staff attendance through the provision of
funds.

0 Services of Consultants in the Instructional Serv-
ices Department implement the effectiveness of
the in-service program.

Health: Flint’s comprehensive health program for school
children is accelerated to provide increased medical and
dental services through the C. S. Mott Foundation Child-
ren’s Health Center. In addition, the Family Health
Education as well as the Maternal and Infant Health De-
partments of the Children's Health Center make their
services more accessible to families of the BTU schools.
Curriculum Development: Four goals dominate the BTU
curriculum development:

0 To improve educational opportunities for all
children
To identify existing problems
To work toward individualization of instruction
To adhere to fundamental curriculum objectives.
(Although teachers are advised to modify cur-
riculum to meet the needs of the urban child,
they also must keep in mind the average achiev-
ers and the academically talented.)

The basic curriculum includes language arts, social
studies, mathematics, science and cultural subjects.

In language arts at the lower elementary level,
children study teacher-prepared materials, relating to their
own patterns of living.

In the field of social studies, teachers begin instruc-
tion with what is familiar to the children and then slowly
lead them into other areas. A significant objective is

 

 

A teacher and aide encourage the children to use their imy- fr;
inations in playing simple games. “a

    

,‘z I . :- j
Craft shops have been equipped to augment the children's la
experiences in the K-12 art curriculum.

 

A resource teacher (right) is invaluable in providing enrich i
ment for children who utilize the instructional "tutorials roan l
l

  

V

V O
l ., Ml Jlfll'l
, Helping teacher among the students works with a new class-

room teacher at the blackboard, providing a richer classroom
experience.

 

 

, A listening laboratory supplements the classroom work.

. - a: _
' _sififs
A teacher and aide work with small groups of pre-kindergar-
ten children, developing their language skills and group par-

 

to help them to develop an appreciation for their Amer-
ican heritage.

Modern mathematics, science and cultural subjects

are taught in recognition of our technological age and
shrinking world and the necessity to educate youth for
the challenging world of tomorrow.
Enrichment through the Community School Program:
Flint’s community schools have utilized their vast facil-
ities and resources for even greater service to the inner
city schools.

Special classes and services will be provided from
the Mott Enrichment Program, including nutrition. arith—
metic for fun, lecture-discussion. speech and drama pre-
school classes, family living, arts and crafts, music and
others.

Equipment and Materials

Visual aids have been increased and each school
has a primary typewriter for preparing school readiness
material. Additional materials for motivation are read-
ing kits, varied levels of reading materials in the library
stations. selected film strips. programmed and other
individual student materials.

Special Staff

Teachers for the BTU Program will help each child
achieve a worthy image of himself and will strive to
provide emphasis upon life experiences.

The teachers also will teach at the point of need.
and be willing to participate in many in-service programs
for improving their teaching skills. for developing mater-
ials for children‘s needs, and for gaining a deeper under-
standing of child growth and development. Teachers
will cooperate in the pre-service education program to en-
courage and train student teachers for service in inner
city schools, ~

Additional Staff includes:

0 34 elementary teachers acting as specialists and

homeroom teachers

0 8 helping teachers to assist the new and regular

teachers

0 2 writers to prepare special materials

0 remedial teachers in reading and arithmetic

0 increased staff assistance to coordinate the pro-

gram

0 parent-education staff assistant

0 diagnostic services
0 clerical aides to assist in non-teaching duties
Budget

B means of the renewed yearly grant from the
Charles Stewart Mott Foundation, the BTU Program is
continuing and expanding. Another school was added
to the project in 1966. These funds are in addition to
the regular tax monies expended by the Flint Board of
Education.

BTU Program Planning

The BTU is the result of cooperative efforts of all
principals and staff in the Flint Community Schools.

Questionnaires were sent to principals, who in turn
studied their needs with teachers. Not only were many
services of the school system utilized but also renowned
educators, sociologists, psychologists and anthropologists
were invited to keynote workshops for the staff.
Evaluation

Although many of the goals will be difficult to
assess, because of mobility and variations in the home
background as well as in teaching skills and changes in

-- staff, evaluative processes are being worked out and

progress will be reported.
This is the kind of project that requires considerable

About: Each principal of the 13 B.T.U. Program schools Bt'101f‘5 Field trips to points of interest in and 0t“ o/tl‘f‘"

works closely with the staff, creating and coordinating octiv- provzdc 0 “Ch "ddflm" (0 ”15' “1’98 of many ‘hlldnmwm

itics most suited to their particular school. ”1”" an opportunity '0 3“ such things as ”if? planetuw
and library in Flint and the zoo and Greenfield lr’illlllltlI
the Detroit area.

/ fl

1

l

  
 
   

      
   
      
      

A"

    

,. _—
.A___.--’4 i
““5,
F
\

h-v u‘\\« - '
”I
r

./K
.\

1}!

 

 

APPENDIX B

LOCATION OF INNER-CITY SCHOOLS

. Northwestern

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
  

 

 

 

 

 

Hol‘m C’penter Road
. Browne ll Area School
Gtgdry in
P’ierson
rson
PIERSON 1'); Je
-l ”t ’5
Selby
Roosevelt
STEWART
O a 5
E Merrill % D
0 3
PASADENA Em m" . 40
* on Let m ’3‘ So e)!
3 Garfield [and LEITH 11 fl
2 ortbe owe - -
"Z Cim’Park g a Fat m” l
Mackin Road 9 g g ,
'* a z o t
Area . W5 t ,3: Hom‘dale E I er
«- 1“" C301! ’ z DAVISON
gs“ Ma St. >
$7 woon .,, l ’ S
a? §\ Wash: gton 2
LONGWAY '—
Longellow Stevenson fligninistmtion ‘
Flt/5 l «x W 112. entral .
we ‘<\ 4 er Flznt Community
Whigrjunzor College
t3 ‘
6;, Pie'rce
7
7a) .r Scott
4’ LAPEER
Cglidge Hazowon 7 0e» 1e
Oak c 6,
COURT .gMz'ller Road \ War,
9
CORUNNA Zimmerman a
will ‘32»
Southwestern 18';
9* Cody lLincoln
Cummings «093‘ g 0
‘5 ATHERTON
Freeman
Neit ercut M‘K‘”! '

 

APPENDIX C

THE ANTON BRENNER DEVELOPMENTAL GESTALT
TEST OF SCHOOL READINESS

THE ANTON BRENNER DEVELOPMENTAL GESTALT TEST OF SCHOOL READINESS
PROTOCOL BOOKLET

by

Anton Brenner, Ph. D.

Published By

 

WES

 

WESTERN PSYCHOLOGICAL SERVICES

 

 

 

 

 

 

 

 

PUBLISHERS 0 DISTRIBUTORS

W 1940 BOX 775. BEVERLY HILLS, CALIFORNIA
me . . .
g last first initial Test Date: year month
hool Teacher Birth Date: year month

Grade: K - l - 2 - 3 Chronological
strict (circle) Date: year month
[dress Tel. No.
Man’s Name Father’s Name Father’s Occupation

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_ I. Nunbor III. Ton Dot Gestalt IV. Sentence Gestalt V. Drow-A-Mon
. + — — + —
1. H. Top 1. Head
2. H. Center 2. Eyes-noee-mouth
3. H. Bottom 3. Neck
4. V. Left 4. Trunk
5. V. Center 5. Two arms
6. V. Right 6. Hands and fingers:
7. D. LB 7. Two legs
8. D. R-L 8. Clothes (2 min.)
9. Form 9. Hair and ears
Total 10. Proportion
lo
2.
4. Total Minus — + I + II + III + IV + V
(Zero Scores Are Not Used)
Use Table 1 in Manual to convert BGT Total Score to Readmess’ Evaluation.

SCHOOL READINESS EVALUATION (Circle) LOW AVERAGE HIGH

BGT TOTAL SCORES

A -H ACHIEVEMENT-ABILITY SCALE: SCORE VALUE (Letter)

I - P SOCIAL-EMOTIONAL BEHAVIOR SCALE: SCORE VALUE (Letter)

 

 

 

commendations:

   

 

Examiner

Copyright © I964 by WESTERN PSYCHOLOGICAL SERVICES

Not to b- moduend in what. or and without writhn nominIon of mow-lam own".

Date

READINESS RATING SCALES:

ACHIEVEMENT — ABILITY: SOCIAL-EMOTIONAL BEHAVIOR

DIRECTIONS: Circle the number most descriptive of the child for each aspect of behavior or trait. A circled “l” is the lowest ratin;I

a circled “5” is the highest rating.

SCORING: The sum of the circled ratings A-H is the Achievement-Ability Rating. The sum of the circled ratings LP is the Social-Em..-

I

I
I

tional Behavior Rating. If circles are connected by lines, a profile is constructed, showing relative values. Ratings are converted in::

values by use of the table below.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Scores: 8-13 14-19 20-26 27-33 34-40
Values: Inadequate Fair Average Good Excellent i
Letter Values: E D C B A
IA-H ACHIEVEMENT-ABILITY SCALE Score Value (Letter)
{1 I- P SOCIAL-EMOTIONAL BEHAVIOR SCALE Score Value (Letter)
A. Gives up Makes reasonable Persistent and
easily efforts absorbed
2 3 5
B. Depends on Needs some help Very independent
adults
1 2 3 5
C. Poor thmk' ing 2 Average 3thin' king Superiorsthmkmg' '
l
D. Never methodical 2 Usually rgethodical Always n51ethodieal
l
E. Low reading Average reading High reading
achiever 2 achiever achi5ever
F. Low number work Average number High number work
achiever 2 work aghiever achiever
G. Lacks hand-eye Fair hand-eye Good hand-eye
coordination coordination coordination
1 2 3 5
H. Poor environmental Aware of environmental Responds and alert to
adjustments 2 prolglems environmental problems
1 5
I. Inconsiderate, . Sympathetic Thoughtful,
unconcerned considerate
l 2 3 5
J. Often irresponsible, Usually responsible, Alwa s responsible.
undependable dependable ependable
1 2 , 3 5 __.
K. Lacks goal Usually is goal Always highly
direction directed goal directed
l 2 3 L.
L. Lacks self- Is confident High degree of
confidence selfleonfidence
l 2 3 5
M. Easily upset Fairly stable Copes well with
most situations
1 2 3 5
N. Little interest Interest in some High interest in
in learning learning areas learning
1 2 3 5
0. Little motivation 2 Fair mgtivation High mgtivation
1
P. Lacks cooperation 2 Average cgoperation High cogperation
l

 

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APPENDIX D

METROPOLITAN READINESS TESTS FORM A

 

Metropolitan
Readiness
Tests

by GERTRUDE H. HILDRETH, Ph.D., NELLIE L. GRIFFITHS, M.A., MARY E. McGAUVRAN, Ed.D.

 

NAME BOY GIRL _DATE OF TESTING
Year Month Day

TEACHER ___— SCHOOL DATE OF BIRTH
Year Month Day

CITY COUNTY STATE PUPIL’S AGE Yrs Mos.

GRADE—___— NUMBER OF MONTHS KINDERGARTEN TRAINING

TEST RAW SCORE
I. WORD MEANING
2. LISTENING
3. MATCHING

4_ ALPHABET

6. COPYING

Total Score, Tests 1-6

Percentile Rank

Letter Rating

Readiness status, recommendation,
other scores, remarks:

 

   

 

 

 

 

 

 

 

 

 

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APPENDIX E

OPERATION HEAD START BEHAVIOR INVENTORY

 

Emir-if” 3’ OFFICE OF ECONOMIC OPPORTUNITY

PROJECT HEAD START

BEHAVIOR INVENTORY

 

 

 

 

 

 

 

 

 

SUMMER ,
Child's name Sclrrvgi Tl
r Grant No. I Center NO. Class No. Chilri No. Examiner's identification Date
I T ""i '
I I l I l I I
I I I 1 i 1 1
Present week of INSTRUCTIONS

center's operation

 

reSponses to each question. Base your response to every item on your personal observation
and experience with the child.

 

 

|
Please indicate as accurately as possible how this child behaves by marking one of the four 1
|
I

Very Some- Very Not
much what little at all
like like like like

 

#1

LuLLLLLg

I. Is usually carefree; rarely becomes frightened or apprehensrve . . . . . . . . . . . . .

 

2. Is sympathetic. considerate, and thoughtful toward others . . . . . . . . . . . . . . . .

 

. Is easily distracted by things going on around_i_ri_m . . ....... . . . . . . . . . . . .

 

 

. Is very suggestible; lets other children boss him around ...... . . . . . . . . . . .

 

 

3
4
5. Talks eagerly to adults about his own experiences and what he thinks . . . . . . . .
6

. Is unduly upset or discouraged if he makes a mistake or does not perform well . . .

 

. _ ._.- --.._.._~.._.. . ._
4

 

7. Often keeps aloof from Others because he Is uninterested.Suspicious, or bashful. .

 

8. Defends or praises his own efforts . . . ........ . ..... . . . . . . . . . . . . . .

 

9. Is confident that he can do what is expected of hrm . . .......... . . . . . . ..

 

 

TO. ls Iealous; quick to notice and react negatively to kindness and attention

 

 

 

 

 

 

 

bestowed upon other children . . . . . . . . . . . . ........... . . . . . ...... .
IT. IS methodical and careful in the tasks that he undertakes ....... . ....... .
l2. Is rarely able to influence other ChiLdffflcllflhlfiflqlFEES. or inter_e_s_ts ........
l3. Tries to figure out things for himself before asking adults or other children
forhelp................ .................... r
14. Greatly prefers the habitual and familiar to the novel and the unfamiliar . . ..... _ _______
l5. Appears to trust in his own abilities . . ....... ' ...... . . . . . . . . . . . . . . .

 

I6. Has little respect for the rights of other children; refuses to wait his turn,
usurps toys other chIIdren are playing with, etc. . . . . . . . . . . . . . . . . . . . . . .

 

l7. Seems disinterested in the general quality Of his performance . . . . . . . . . . . . . .

 

18. Responds to frustration or disappointment by becoming aggressive or enraged . . .

 

I9. is excessive in seeking the attention Of adults . . . . . . . . . . . . . . . . . . . . . . .

 

20.5tickswithaiobuntilitisfinished

 

2I. Goes about his activities with a minimum of assistance from others . . . . . . . . . .

 

22. Is constricted. inhibited. or timid; needs to be urged before engaging in activities

 

23. Is even-tempered. imperturbable; is rarely annoyed or cross . . . . . . . . . . . . . . .

 

 

24. Is reluctant to talk to adults; responds verbally only when urged . . . . . . . . . . . .

 

25. Works earnestly at his classwork or play; does not take it lightly . . . . . . . . . . .

 

26. Is often quarrelsome with classmates for minor reasons . . . . . . . . . . . . . . . . . .

 

 

 

 

 

Please continue on reverse side

 

28.

29.

When faced with a difficult task. he either does not attempt it or gives up

veryquickly..................

Does not like to be interrupted when engaged in demanding activities.
e.g.. puzzles. painting. constructing things ........... . . . . . . . . . . . .

. Does not need attention or approval from adults to Sustain him in his work or play

0 l I I I I I I I I I I I I I I

Very
much
like

Some-
whet
like

Very Not
little at all
like like

 

 

 

 

1).

3i.
32.

Welcomes changes and new situations: is venturesome. explores. and
generallyenioysnovelty...... .................

Calmly settles difficulties that arise without appeal to adults or others . . . . . .

is reluctant to use imagination; tends not to enjoy ”make-believe" games . . .

 

 

 

33.
34.
35.

Likes to talk with or socialize with the teacher . . .....

Often will not engage in activities unless strongly encouraged . . . . . . . . . . .

ls eager to inform other Children of the experiences he has had . . . . . . . . . . .

 

 

 

36.

37.
38.

 

Emotional response is customarily very strong; over-responds to usual

classroom problems. frustrations. and difficulties . . . . . .

ls uncooperative in group activities

Is usually polite to adults; says "Please.” ”Thank yOU.'

 

39.

fir..- -..._._._~_. ._.- . -._

etc. I O I I I O I I I I

 

 

 

Asks many questions for information about things. persons. etc.
(Emphasis here should be on questions prompted by genuine

curiosity rather than bids for attention.) . . ..................... . . . . .

Usually does what adults ask him to do

Requires the company of other children; finds it difficult to work or play by himself

 

42.
43.
44.

Responds to frustration or disappointment by becoming sullen.withdrawn. or sulky

Demonstrates imaginativeness and creativity In his use of toys and play materials

 

 

 

Insists on maintaining his rights. e.g.. will not yield his place at painting. or
at the carpentry bench. etc.; insists on getting his turn on the slide or in

groupgames,etc...-...o.o.c....

 

45.
46.
47.

 

 

 

 

ls wanted as a playmate by other children ..... . ........ . . . . . . . . . .

ls lethargic or apathetic; has little energy or drive

Has a tendency to discontinue activities after exerting a minimum of effort . . .

 

 

 

48.
49.

50. What he does is often imitated by Other children . .

lsgenerallyahappychild

I I I I I I I I I I I I I I I I I I I

Approaches new tasks timidly and without assurance; shrinks from trying new

th'ngs I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I

 

 

 

 

 

 

DO NOT MARK IN THIS SPACE

 

 

 

CAP-HS FORM 87 CI-‘O-II,

Page 2

GSA DC 66- 20720

Operation Headstart

Behavior Inventory
Scoring Key

The OHBI has 50 items divided into 9 categories. Within each category
the items are evenly divided between positive aflributes and negative
attributes. Each item is rated on a h-point scale from "very much like
the child" to "not at all like the child." Two sets of scores can be
derived from the OHBI:

l - an overall adjustment score

2 - a separate adjustment score for each

behavioral category

The items comprising each category are given below, and are followed
by a (+) or a (-) to indicate wnether the item refers to a positive
attribute or a negative attribute.

(+) items are scored as follows:

Very Much Like = b
Sanewhat Like - 3
Very Little Like = 2

Not At All Like

(-) items are scored as follows:

it
5.;

Very Much Like = 1
Somewhat Like = 2
Very Little Like = 3
Not At All Like = b
POSITIVE NEGATIVE
DIMENSION ITEMS (+) ITEMS (~)
1. Sociability, 33 7
Cooperation, 35 16
Politeness. l38 . l2h
hS 37I
2. Independence, 13 b
Dependence. 21 b0
bh bl
3. Curiosity. . 5 1b
Enthusiasm, ‘ 30 22
Exploration, 39 32

Creativity;' h3 b6

POSITION NEGATIVE

mansion ' I'I‘Fl‘li'i (+) IT EMS H
b. Persistence ll 3
2O 28
S. Emotionality l 26
23 ' 36
31 b2
b8 b9
6. Self—Confidence 9 6
' IS 18
7. Jealousy, 2 10
Attention Seeking 27 19
8. Achievement ' 8 17
25 3h
29 b7
9. Leadership SO 12

NOTE: In addition to the scores outlined above,two other sets of scores

can be derived:

1. A

score for each of the 50 items

2. A "Lie" score which is an index of the consistency of

Of the §s responses. In order to derive this score
five pairs of polar items were selected from the
inventory. For each pair agreement or disagreement
with both items would indicate an inconsistent or
non-discrimdnatory response. In each case where this
Occurs a score of (I) will be given. The range of this
score wilL.therefore, be from (O) to (S). Utilizing
this scoring system an inconsistent or non-discriminating
set of responses is related to the magnitude Of this
score, i.e., the higher the score the greater the
inconsistency of the responses.
For each of the five pairs of items the scoring
is as follows: ,
(a) IE the (+) item receives a score of 3 or b,
and the (~) item receives a score of l or 2,
the response to the pair of items is inconsistent
and the score of (1) is given.

(b)

(C)

IF the (+) item receives a score of l or 2,

and the (—) item receives a score of 3 or b,

the response to the pair of items is

inconsistent and a score of (l) is given.

ALL OTHER CGiBINATllNS indicate that the response
to the pair is consistent, and a score of (O)

is given.

The 5 pairs of items are as follows:

M
35.
Lb.
3o.
23.

(-)
vs 7
vs. h.'
vs. 22.
vs. 26.
vs. 1?.

HICHIGRN STRTE UNIV.

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